Being a critical reader also involves understanding that texts are always developed with a certain context. A text is neither written nor read in a vacuum; its meaning and interpretation are affected by a given set of circumstances.

1. GOOD
MORNING!
~

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7. Identify a text/movie/music video in which
context it is developed (Intertext or
Hypertext);
Make an output about a certain topic using
Intertext and Hypertext; and
Write a 200-word critique of a certain
music video/movie on the basis of its
context.
TO DO LIST:

8. CONTEXT OF TEXT
DEVELOPMENT
I. INTERTEXT
II. HYPERTEXT

9. Being a critical reader also involves
understanding that texts are always
developed with a certain context. A text is
neither written nor read in a vacuum;
its meaning and interpretation are affected
by a given set of circumstances.

11. Thus, CONTEXT is defined as the
social, cultural, political, historical, and
other related circumstances that surround
the text and from the terms from which it
can be better understood and evaluated.

12. In discovering a text's context, you may ask
questions like:
• When was the work written?
• What were the circumstances that
produced it?
• What issues deal with it?

13. INTERTEXTUALITY is the modeling of a text's
meaning by another text. It is defined as the
connections between language, images,
characters, themes, or subjects depending on their
similarities in language, genre or discourse.
This view recognizes that the text is always
influenced by previous texts.

14. A text contains many layers of accumulated, cultural,
historical, and social knowledge, which continually
adds to and affects one another.
The function and effectiveness of intertextuality can often
depend quite a bit on the reader’s prior knowledge and
understanding before reading the secondary text;
parodies and allusions depend on the reader knowing
what is being parodied or alluded to.

15. Then what do you think is the
weakness of Intertextuality?

17. The definition of intertextuality was created by
the French semiotician Julia Kristeva in the 1960s.
She created the term from the Latin word intertexto,
which means “to intermingle while weaving.”
Kristeva argued that all works of literature being
produced contemporarily are intertextual with the
works that came before it.

18. In other words,
what do you think does this mean?
ANSWER:
Any text can be considered a work of
intertextuality because it builds on the
structures that existed before it.

19. Another definition of Intertextuality is that it is a literary
discourse strategy (Gadavanij, n.d.) utilized by writers in
novels, poetry, theatre and even in non-written texts (such
as performances and digital media).
This means that. . .

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25. Intertextuality does not require
citing or referencing
punctuation (such as quotation
marks) and is often mistaken for
plagiarism (Ivanic, 1998).

26. Common Examples of Intertextuality
We use different examples of intertextuality
frequently in common speech, like the following:
1. He was lying so obviously, you could almost see
his nose growing.
2. He’s asking her to the prom. It’s like a happy
version of Romeo and Juliet.
3. It’s hard being an adult! Peter Pan had the right
idea.

27. Fan fiction is a great example of
intertextuality. In fan fiction,
authors enter the fictional worlds
of other authors and create their
own stories.

28. Are you familiar with fan fictions?

29. FUNCTION OF INTERTEXTUALITY
A majority of writers borrow ideas from previous
works to give a layer of meaning to their own works.
Since readers take influence from other texts, and while
reading new texts they sift through archives, this device
gives them relevance and clarifies their understanding
of the new texts.

30. Based on our discussion, what do you think
is the importance of intertextuality?
Do you have any ideas?

31. The Importance of Intertextuality
Intertextuality shows how much a
culture can influence its authors, even
as the authors in turn influence the
culture.

32. HYPERTEXT

33. HYPERTEXT
is a nonlinear
way of
showing
information.

34. • Hypertext connects topics on a screen to related
information, graphics, videos, and music -- information is
not simply related to text.

35. •This information appears as links and is
usually accessed by clicking. The reader
can jump to more information about a topic,
which in turn may have more links.
•This opens up the reader to a wider horizon
of information to a new direction.

36. A reader can skim through sections of a text,
freely jumping from one part to another depending on
what aspect of the text interests him/her. Thus, in
reading with hypertext, you are given more flexibility
and personalization because you get to select the
order in which you read the text and focus on
information that is relevant to your background and
interests.

37. Why use hypertext?
Because in general, humans
learn better associatively.

38. ACTIVITY
TIME

39. 1. The class will be grouped into four groups.
2. All of the groups will be tasked to make a parody of a song of
their choice. The song choice can be anything under the sun.
3. 20 minutes will be allocated for each group to prepare.
4. Three minutes will be given for you to present.
5. Each group should hand me a copy of the lyrics of their
parody and the title of the original song.
6. The group performance will be rated by using a rubric.
“Give me prime laughter.”

41. IV. EVALUATION (18 minutes)
Directions: Identify the development of context
in the music video, Love Story by Taylor Swift. State
in your paper if it employed hypertext or
intertextuality. Explain why. Do this by writing a 200-
word critique of the music video.
Love Story by Taylor Swift

42. "Love Story"
We were both young when I first saw you.
I close my eyes and the flashback starts:
I'm standing there on a balcony in summer air.
See the lights, see the party, the ball gowns.
See you make your way through the crowd
And say, "Hello."
Little did I know...
That you were Romeo, you were throwing pebbles,
And my daddy said, "Stay away from Juliet."
And I was crying on the staircase
Begging you, "Please don't go."
And I said...
Romeo, take me somewhere we can be alone.
I'll be waiting; all that's left to do is run.
You'll be the prince and I'll be the princess,
It's a love story, baby, just say "Yes".
So I sneak out to the garden to see you.
We keep quiet 'cause we're dead if they knew
So close your eyes,
Escape this town for a little while.
Oh, oh.
'Cause you were Romeo, I was a scarlet letter,
And my daddy said, "Stay away from Juliet."
But you were everything to me,
I was begging you, "Please don't go."
And I said...
Romeo, take me somewhere we can be alone.
I'll be waiting; all that's left to do is run.
You'll be the prince and I'll be the princess.
It's a love story, baby, just say "Yes".
Romeo, save me. They're trying to tell me how to
feel.
This love is difficult but it's real.
Don't be afraid, we'll make it out of this mess.
It's a love story, baby, just say "Yes".

43. Oh, oh, oh.
I got tired of waiting
Wondering if you were ever coming around.
My faith in you was fading
When I met you on the outskirts of town.
And I said...
Romeo, save me. I've been feeling so alone.
I keep waiting for you, but you never come.
Is this in my head? I don't know what to think.
He knelt to the ground and pulled out a ring 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".
Oh, oh, oh, oh, oh, oh.
'Cause we were both young when I first saw you. . .

44. V. ASSIGNMENT (2 minutes)
BY GROUP
1. Make a power point presentation in a group of ten members
employing hypertext through the use of hyperlinks. Topic should be
related on your chosen track. Power Point presentation should be
passed digitally (soft-copy).
INDIVIDUAL
2. In a one whole sheet of paper, write a 200-word critique of a
song of your own choice (it can be OPM or English) and point out the
intertextuality present in its lyrics/music video. Write it in a tablet
paper, along with the lyrics of the song.