Reading and Writing

Reading and Writing

Quarter 1 – Module 18: Context of Text Development: Intertext
First Edition, 2020

Republic Act 8293, Section 176 states that no copyright shall subsist in any work of the Government of
the Philippines. However, prior approval of the government agency or office wherein the work is created shall
be necessary for the exploitation of such work for a profit. Such agency or office may, among other things,
impose as a condition the payment of royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks, etc.) included in
this module are owned by their respective copyright holders. Every effort has been exerted to locate and seek
permission to use these materials from their respective copyright owners. The publisher and authors do not
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Published by the Department of Education - Schools Division of Pasig City

Development Team of the Self-Learning Module

Writer: Melanie D. Hernandez
Editor: Editha S. Enriquez
Layout Artist: Marisol Aspuria Baguisi
Management Team: Ma. Evalou Concepcion A. Agustin
OIC-Schools Division Superintendent
Aurelio G. Alfonso EdD
OIC-Assistant Schools Division Superintendent
Victor M. Javeña EdD
Chief, School Governance and Operations Division and
OIC-Chief, Curriculum Implementation Division

Education Program Supervisors

Librada L. Agon EdD (EPP/TLE/TVL/TVE)

Liza A. Alvarez (Science/STEM/SSP)
Bernard R. Balitao (AP/HUMSS)
Joselito E. Calios (English/SPFL/GAS)
Norlyn D. Conde EdD (MAPEH/SPA/SPS/HOPE/A&D/Sports)
Wilma Q. Del Rosario (LRMS/ADM)
Ma. Teresita E. Herrera EdD (Filipino/GAS/Piling Larang)
Perlita M. Ignacio PhD (EsP)
Dulce O. Santos PhD (Kindergarten/MTB-MLE)
Teresita P. Tagulao EdD (Mathematics/ABM)

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Reading and Writing

Quarter 1 Self-Learning
Module 18
Context of Text Development: Intertext
Introductory Message
For the Facilitator:

Welcome to the Reading and Writing Self-Learning Module on Context of Text Development: Intertext.

This Self-Learning Module was collaboratively designed, developed, and reviewed by educators from the
Schools Division Office of Pasig City headed by its Officer-in-Charge Schools Division Superintendent, Ma.
Evalou Concepcion A. Agustin, in partnership with the City Government of Pasig through its mayor,
Honorable Victor Ma. Regis N. Sotto. The writers utilized the standards set by the K to 12 Curriculum using
the Most Essential Learning Competencies (MELC) in developing this instructional resource.

This learning material hopes to engage the learners in guided and independent learning activities at their
own pace and time. Further, this also aims to help learners acquire the needed 21st-century skills especially
the 5 Cs, namely: Communication, Collaboration, Creativity, Critical Thinking, and Character while taking
into consideration their needs and circumstances.

In addition to the material in the main text, you will also see this box in the body of the module:

Notes to the Teacher

This contains helpful tips or strategies
that will help you in guiding the learners.

As a facilitator, you are expected to orient the learners on how to use this module. You also need to keep
track of the learners' progress while allowing them to manage their learning. Moreover, you are expected to
encourage and assist the learners as they do the tasks included in the module.

For the learner:

Welcome to the Reading and Writing Self-Learning Module on Context of Text Development: Intertext.

The hand is one of the most symbolized parts of the human body. It is often used to depict skill, action, and
purpose. Through our hands, we may learn, create, and accomplish. Hence, the hand in this learning
resource signifies that you as a learner is capable and empowered to successfully achieve the relevant
competencies and skills at your own pace and time. Your academic success lies in your own hands!

This module was designed to provide you with fun and meaningful opportunities for guided and independent
learning at your own pace and time. You will be enabled to process the contents of the learning material
while being an active learner.

This module has the following parts and corresponding icons:

Expectations - This points to the set of knowledge and skills

that you will learn after completing the module.

Pretest - This measures your prior knowledge about the lesson

at hand.

Recap - This part of the module provides a review of concepts

and skills that you already know about a previous lesson.

Lesson - This section discusses the topic in the module.

Activities - This is a set of activities that you need to perform. Wrap-Up - This section
summarizes the concepts and
application of the lesson.

Valuing - This part integrates a desirable moral value in the

lesson.

Posttest - This measures how much you have learned from the
entire module.

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

_____1. Intertextual relationship is best recognized if a reader has a prior knowledge of the hypotext.
_____2. Hypertext is written in a non-linear manner while intertext is both linear and non-linear.
_____3. An author could be sued for plagiarism once he/she applies intertextual relationship in
his/her work.

RECAP
We have learned that a text’s meaning is not only extracted from the pieces of information it
presents but also understanding the set of circumstances that surround the work. In order to
better access these factors, one could employ hypertextuality.

Again, hypertext allows the reader to have vast information by jumping from the original text to
another thru hyperlinks.

Now, take a look at the picture below and answer the questions that follow.

https://www.google.com/search?q=kamoteng+ginto&safe=strict&rlz=1C1GGRV_enPH825PH8
25&sxsrf=ALeKk01OFcqM3XdynhAjC7qAvtFJbQDHHA

1. What primetime tv drama show could you associate the picture? 2. Identify the similarities and
differences of the picture and that episode? 3. Why do you think a parody is made in that scene?
4. What do you call the interrelationship of texts?
 LESSON
Intertextuality is the shaping of texts’ meanings by other texts. It can refer to an author’s
borrowing and transformation of a prior text or to a reader’s referencing of one text in reading
another.
Intertextual figures include: allusion, quotation, calque, plagiarism, translation, pastiche and parody.
The definition of intertextuality was created by the French semiotician Jullia Kristeva in 1960s. She
created the term from the Latin word intertexto, which means “to intermingle while weaving.” She
argued that all works of literature being produced contemporarily are intertextual with the works
that came before it.
Another definition of intertextuality is that it is a literary discourse strategy (Gadavanji, n.d.) utilized
by writers in novels, poetry, theatre and even in non-written text (such as performances and digital
media).

Fan fiction is a great example of intertextuality where authors enter the fictional world of other
authors and create their own stories.
Taylor Swift’s song “Love Story” makes intertextual references to Romeo and Juliet and scarlet
letter.

“Cause you were Romeo, and I was scarlet letter

And my daddy said stay away from Juliet”

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

However, a twist is observed in the singer’s composition. The novel presents a tragic ending where
both of the charters died whereas in the song “Love Story” depicts a happy ending.

“And said: “Marry me Juliet

You’ll never have to be alone
I love you and that’s all I really know
I talked to your dad, go pick out a white dress
It’s a love story baby just say yes”

Intertextuality have different types. These are: Accidental, Obligatory and Optional.

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

Obligatory intertextuality is when the writer deliberately invokes a comparison or association

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

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

ACTIV
ITIES Activity 1
Identify the types of intertextuality used in the following situations.

1. While watching Bird Box, you are suddenly reminded of the movie
titled A Quiet Place for it has the same plot with the film you are
currently viewing.
2. Claire has just watched the Filipino version of the Descendants of the
Sun. Now, she needs to watch the Korean version of it to identify their
similarities and differences.
3. Zydney has been greatly influenced by the works of J.K. Rowling.
Because of this, she intends to direct a play that portrays sorcery and
plans to proclaim that the script is inspired from the Harry Potter
series.

Activity 2
Identify the intertextuality made between the films Snow White and the
Seven Dwarfs and Snow White and the Huntsman. You can use the
literary elements in providing at least 3 answers.
 https://www.google.com/search?q=snow+white+and+t
he+seven+dwarfs+&tbm=isch&ved

https://www.google.com/search?q=snow+white+and+t
he+huntsman&safe=strict&rlz

1. Setting:
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________

2. Characters:
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________

3. Plot:
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________

WRAP-UP
Fill in the graphic organizer with the necessary details to generalize
today’s lesson.

Obligatory
______________________
______________________
______________________
_________

Accidental
______________________ ______________________ ______________________ _________
Intertext

___________ ___________ ___________ _________

Optional
______________________ ______________________ ______________________ _________

VALUING
Deforestation is one of the environmental issues reflected in the movie
Snow White and the Huntsman. Thus, you have to reflect on what you
could do to save Mother Earth.

“Caring for the Earth is not a hippie thing, it’s a survival thing.” -Unknown

POSTTEST
Directions: Read the following questions carefully. Then, answer the
questions that follow. Encircle the letter of the correct answer.

1. Which of the following statements best define intertextuality?

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

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

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

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

make a revival of Smokey Mountain’s song “Paraiso.” A. Accidental
 intertextuality
B. Obligatory intertextuality

C. Optional intertextuality
D. Both A and B

4. Why do authors use the concept of intertextuality?

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

5. Intertextuality can take place ______________________.

A. across cultures
B. across mediums or styles
C. within the same medium or styles
D. all of the above
 KEY TO CORRECTION
5. D
4. A
3. C Optional 3. F 3.
2. D Obligatory 2. F 2.
1. D Answers vary. Accidental 1. T 1.
Posttest ctivity 2 A Activity 1 Pretest

References

Landich, Katrina Claire. “Context of text Development.” LinkedIn SlideShare. Accessed June 11, 2020.
https:// www.slideshare. net/Katrina Claire Landich/context-of-text-development 88147623.
“Intertextuality.” LinkedIn SlideShare. Accessed June 14, 2020.
https://www.slideshare. net/margokreole/intertextuality-44208541.
“Intertextuality - Basic Knowledge 101” Accessed June 14, 2020. https://www.basicknowledge101.com/
pdf/ literacy /Intertextuality.pdf
“Intertextuality Quiz.” Literary Terms. Accessed June 14, 2020.
https://literaryterms.net/intertextualityquiz/?answer_to_question_2=2&answer_to
_question_3=2&answer_to_question_4=4&quiz_submitted=Enter.