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Using Context in Text Development

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Jaaziel Ann Baluyut
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38 views19 pages

Using Context in Text Development

Uploaded by

Jaaziel Ann Baluyut
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PPTX, PDF, TXT or read online on Scribd
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READING AND

WRITING
USING CONTEXT IN TEXT
DEVELOPMENT
What did you learn from the
previous lesson?
Which medium do you prefer for reading?
Print or non-print medium
Intertextuality
Michael Riffaterre (2010) defines intertextuality as “depends on (a system
of) limitations in our freedom of choice, of exclusions, since it is by
renouncing incompatible associations within the text that we come to
identify in the intertext their compatible counterparts.”

He further states that this intertextuality is the complete opposite of


hypertextuality because the former builds a “structured network” of limits
that will keep the reader on track (towards the “correct” interpretation), the
latter is a “loose web of free association.”
Intertextuality may also involve
connections built on social meanings in
which participants make intertextual links
in order to build social relationships or
connections (Bloome & Egan-Robertson,
1993).
For example, participants in conversation may
allude to shared experiences to foster a social bond
or an insider reference to exclude others.
Participation in on-line chat exchanges engages
early-adolescents in using intertextual links to
foster social interaction (Beach & Lundell, 1997;
Lewis & Fabos, 2000).
Intertextuality is a literary device that
creates an ‘interrelationship between texts’
and generates related understanding in
separate works (“Intertextuality”, 2015).
These references are made to influence that
reader and add layers of depth to a text, based
on the readers’ prior knowledge and
understanding.
Intertextuality 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). Examples of
intertextuality are an author’s borrowing and
transformation of a prior text, and a reader’s
referencing of one text in reading another.
Intertextuality does not require citing or
referencing punctuation.
Hypertextuality
Hypertextuality according to K. Amaral (2010) is simply
a non-linear way of presenting information. Rather than
reading or learning about things in the order that an
author, or editor, or publisher sets out for us, readers of
hypertext may follow their own path, create their own
order—their own meaning out the material.
This is accomplished by creating “links”
between information about a specific topic
being discussed (which may have more links,
leading each reader off into a different
direction).
(Example: Reading an article about mammal
bioacoustics)
Moreover, hypertext is used because in
general, humans learn better
associatively. That is, we are better able
to figure out material if we are allowed to
move at our own pace, investigating that
which interests us, and stimulating more
senses through multimedia.
According to Berthoff (1990), hypertext in
the computer-facilitated writing class which
proceeds in a linear fashion is entirely
appropriate when plowing field or performing
a ceremony or doing the wash or carrying out
any other task in which some things must
come before others, in which sequences are
regulated or, as we say nowadays, “rule-
governed.”
Hypertext is particularly useful as a way to
introduce computer-mediated dialogic interaction
in any writing class because it can be applied in
much the same way in non-networked classes and
networked classes alike (both with and without
access to the web).
Thus, even computer-facilitated classrooms
which have no access to email (much less
MUDs or electronic discussion groups) can
move computer-facilitated pedagogy from
simply using word-processors in class to
providing a collaborative, interactive mode
of composition by using hypertext.
There are three main pedagogical benefits provided by the
incorporation of hypertext in the composition class:
1. Hypertext promotes dialogue.
2. Hypertext can be constructed as a collaborative medium, and it
makes possible forms of collaboration that emphasize the
social construction of meaning.
3. Hypertext can be used in nearly any computer-facilitated
classroom.
Task 1: Fill out the figure below with the advantages and
disadvantages of both the intertext and hypertext. Then, discuss
your output with the other groups.
INTERTEXT HYPERTEXT

ADVANTAGES DISADVANTAGES ADVANTAGES DISADVANTAGES

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