QUARTER NUMBER: 3

SUBJECT MATTER: Reading and Writing Skills

Critical Reading as Looking for Ways of Thinking

TOPIC / LESSON NAME
- Context of Text Development (Hypertext and Intertext)
CONTENT STANDARDS The learners understand the relationship of a written text and the context in which it was developed
The learners shall be able to write a 1000-word critique of a selected text on the basis of its claims,
PERFORMANCE STANDARDS
context and properties as a good written material.
At the end of the lesson, the learners will be able to explain critical reading as looking for ways of
LEARNING COMPETENCIES
thinking by identifying the context by which a text was developed
At the end of the lesson, the learners will be able to:
SPECIFIC LEARNING 1. Differentiate the use of hypertext from the intertext;
OUTCOMES 2. Organize sequence of information for hypertext; and,
3. Determine intertextuality used in a text.
1. Organizing Skills
SALIENT PREPARATORY
2. Communication skills
SKILLS
3. Critical thinking skills
TIME ALLOTMENT 150 minutes

LESSON OUTLINE:
1. Introduction/Review: Recall implicit and explicit claims in a text and relate it to the lesson.
2. Motivation: Select relevant and related concepts Pyramus and Thisbe. Identify relationship of Pyramus and Thisbe with Romeo
and Juliet.
3. Instruction/Delivery: Lecture on hyper textuality and intertextuality
4. Practice: Work on the Seatwork on intertextuality with groupmates and on hyper textuality with a partner.
5. Enrichment: Identify the hypertext and Intertext of the article “I Have a Dream” by Martin Luther King, Jr.
6. Evaluation: Answer evaluative question through a 3-minute writing.

MATERIALS LCD projector, laptop, handouts

K to 12 Senior High School Core Curriculum – Reading and Writing Skills. (2013). Retrieved from:
http://www.deped.gov.ph/wp-content/uploads/2019/01/SHS-Core_Reading-and-Writing-CG.pdf
RESOURCES
Pena, A. & Anudin, A. (2016). Reading and writing. Quezon City, PH: Vibal.
 PROCEDURE MEETING THE LEARNERS’
NEEDS
Introduction/Review:
Last time we talked about claims. What again is a claim?
A claim is

I will show you statements of claims. You have to identify what type of claim it is. Ready?

1. Cancer is not contagious. (Fact)

2. It’s more fun in the Philippines. (Value)
3. It is more advantageous for a Filipino child to grow up speaking Filipino instead of English. (Value)
4. Beauty contests should be banned. (Policy)
5. The Earth is warming rapidly. (Fact)

These claims, like how we discussed last meeting, use critical reading as looking for ways of thinking.
For today, we shall have another concept that dwells on the same idea.

But first, I’d like you to look at the flashed slide. Our #OOTD (Objectives of the day)

Motivation:
1. Flash words with the title Pyramus and Thisbe in the middle. Through a collaborative work, the
students will choose 5 out of the 9. The words they choose must be the concepts / ideas that they relate
with the title in the middle. The slide shall look like this:
2. After a 5-minute group work, the students will write their answers on the board and answer the
following questions:
a. Why did you choose those 5 concepts to relate to Pyramus and Thisbe?
b. If your group has a different set of concepts chosen, would either of your answers be wrong? Why?

In the past meetings we have discussed how critical reading can be used to look for ways of thinking,
we have to take note that no group’s answer is wrong regardless if it is very different from another
group’s. This is because texts are develop differently.

3. The teacher will show screencaps of how hypertext occurs in digital sources.

Instruction/Delivery:
1. Hypertext presents a new way to read on-line text that differs from reading standard
linear text. Text is typically presented in a linear form, in which there is a single way to progress
through the text, starting at the beginning and reading to the end. However, in hypertext,
information can be represented in a semantic network in which multiple related sections of the
text are connected to each other.

A user may then browse through the sections of the text, jumping from one text section to
another. This permits a reader to choose a path through the text that will be most relevant to his
or her interests. The features in hypertext supply flexibility to the reader when compared to
reading linear text such as books. Clearly some of this flexibility does exist in books (e.g. table
of contents and indexes), but it is not as widely used or exploited.

Hypertext permits readers to use these features automatically rather than requiring
readers to manually refer to them as needed. This provides additional control to the reader in
determining the order that the text is to be read, and allows the reader to read the text as if it
were specifically tailored to the reader's background and interests. This flexibility does promise
an advantage of personalization and eases the burden of finding information.

2. Intertextuality is the shaping of a text meaning by another text. Intertextual figures

include: allusion, quotation, calque, translation, pastiche and parody. An example of
intertextuality is an author’s borrowing and transformation of a prior text or to a reader’s
referencing of one text in reading another.

Derived from the Latin intertexto, meaning to intermingle while weaving, intertextuality is a term
first introduced by French semiotician Julia Kristeva in the late sixties. In essays such as "Word,
Dialogue, and Novel," Kristeva broke with traditional notions of the author's "influences" and the
text's "sources," positing that all signifying systems, from table settings to poems, are
constituted by the manner in which they transform earlier signifying systems.

A literary work, then, is not simply the product of a single author, but of its relationship
to other texts and to the strucutures of language itself. "[A]ny text," she argues, "is
constructed of a mosaic of quotations; any text is the absorption and transformation of another".
Intertextuality is, thus, a way of accounting for the role of literary and extra-literary
materials without recourse to traditional notions of authorship. It subverts the concept of
the text as self-sufficient, hermetic totality, foregrounding, in its stead, the fact that all literary
production takes place in the presence of other texts; they are, in effect, palimpsests.

For Roland Barthes, who proclaimed the death of the author, it is the fact of intertexuality that
allows the text to come into being: Any text is a new tissue of past citations. Bits of code,
formulae, rhythmic models, fragments of social languages, etc., pass into the text and are
redistributed within it, for there is always language before and around the text. Intertextuality,
the condition of any text whatsoever, cannot, of course, be reduced to a problem of sources or
influences; the intertext is a general field of anonymous formulae whose origin can scarcely
ever be located; of unconscious or automatic quotations, given without quotation marks. Thus
writing is always an iteration which is also a re-iteration, a re-writing which foregrounds the trace
of the various texts it both knowingly and unknowingly places and dis-places.

Intertexts need not be simply "literary"--historical and social determinants are

themselves signifying practices which transform and inflect literary practices. (Consider,
for example, the influence of the capitalist mode of production upon the rise of the novel.)
Moreover, a text is constituted, strictly speaking, only in the moment of its reading. Thus, the
reader's own previous readings, experiences and position within the cultural formation also form
crucial intertexts.

The concept of intertexuality thus dramatically blurs the outlines of the book, dispersing
its image of totality into an unbounded, illimitable tissue of connections and
associations, paraphrases and fragments, texts and con-texts. For many hypertext authors
and theorists, intertextuality provides an apt description of the kind of textual space which they,
like the figures in Remedio Varo's famous "Bordando el Manto Terrestre," find themselves
weaving: a kind of tapestry which spilled out the slit windows and into a void, seeking
hopelessly to fill the void: for all the other buildings and creatures, all the waves, ships, and
forests of the earth were contained in this tapestry, and the tapestry was the world.

Types of Intertextuality

a. Retelling – author restates what other texts contain

 EXAMPLES:
1. Pyramus & Thisbe (Ovid) VS. Romeo & Juliet (Shakespeare)
2. The Tempest (Shakespeare) VS. A Tempest (Cesaire)
3. The Lord of the Flies (Golding) VS. Treasure Island (Stevenson)

b. Allusion – author directly or indirectly refers to an idea or passage in another text

without actually quoting the text
EXAMPLES:
1. “An eye for an eye” makes the whole world blind
*A common text from the anti-death penalty movement alluding to the Mosaic law of retribution
2. Is it better to have loved and lost than to never have loved at all? My answer is an absolute yes.
*An allusion to Lord Alfred Tennyson’s famous quote “’Tis better to have loved and lost than not to have
loved at all” by author Kristen Mark in Huffington Post

c. Quotation – author directly lifts a string of words from another text

EXAMPLE
1. As Nelson Mandela says, “Educating is the most powerful weapon which you can use to
change the world.”
*US Secretary of Education Arne Duncan quoting Nelson Mandela in an article for USAID

d. Pastiche – text written in a way that it imitates the style or other properties of another
text without mocking the text, as a parody
EXAMPLE
1. Ten Commandments of Marriage (Ten Commandments)
2. Magna Carta for Women / Teachers (Magna Carta)

Practice:
The class reads an excerpt from Glenn Frank’s speech A Successful Failure. The class, working
by group, is divided into two clusters, A & B, and be given the following tasks:

CLUSTER A
Choose 5 words for hypertext from the excerpt of A Successful Failure by Glenn Frank. Indicate 3 words
to associate / relate for each the 5 chosen words

CLUSTER B
Identify the kind/s of intertextuality used in the speech. Point out the words in the text that show such
kind/s of intertextuality.

Each group, then, shares, their answer to the class, where everyone is welcome to give comments and
suggestions.

Enrichment:
The students individually read the excerpt from the speech I Have a Dream by Martin Luther
King, Jr. On their own, they will work on identifying words for hyper textuality and usage of intertextuality
in the speech.

Evaluation:
On a half sheet of paper, spend 5 minutes of your time answering the following questions:
1. How does hyper textuality aid the reader’s understanding of what s/he reads?
2. Would you consider intertextuality helpful or a mere burden on the reader’s understanding and
processing of what s/he reads? Why?

Prepared by:

BILLY JOY E. CREUS

Treston International College - SHS