SENIOR HIGH SCHOOL

Creative Writing
QUARTER 2 – Module 1
Lesson 2: Intertextuality: A Technique of Drama

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Senior High School

Division of Bohol
Department of Education • Republic of the Philippines
Creative Writing – Grade 11/12
Alternative Delivery Mode
Quarter 2 – Module 1 - Lesson 2: Intertextuality: A Technique of Drama
First Edition 2020

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 Creative Writing
Quarter 2 – Module 1:
Lesson 2: Intertextuality: A Technique of Drama

This learning material was conspired and materialized by the

selected senior high school teachers of Bohol Division who are teaching
the subject and reviewed by the Technical Working Group (TWG) from
the department and quality assured by the division. We fortify all
teachers who are experts in this field and other education stakeholder
to email their feedback, comments, and recommendations to the …

We value your feedback and recommendations.

o General Instruction Before you go further, you should

remember
the following:

 do not put some markings on this Module as there are still other
students who will be using it;
 use a separate sheet of paper for your answer in each activity (be
sure to LABEL your work according to the Module, lessons and
the date you work on it).
 each Module has a brief instruction and followed by a list of objectives.
Read them and follow instructions carefully
 before going over the activities, answer the PRE-TEST first then find out
how well
you did by checking your answers given in the self-assessment activity
 each activity must be according to the objectives of this Module
(note the skills or strategies you tried to develop); and
 after each activity, you need to go over the items which you think
you failed then take the POST TEST when you think you have
mastered all the activities.

Lesson Intertextuality: A Technique

2 of Drama

This lesson is an attempt to map out some complex territory-namely the

range of intertextual transactions evident in early modern literature. Here the
term ‘intertextuality’ encompasses the widest possible range of textual
interactions including those of sources and influences.

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 WHAT I NEED TO KNOW
Learning Objectives:

In this lesson, you will be able to:

1. identify types of intertextual techniques
2. use intertextuality as a technique of drama

WHAT’S IN
Recapitulation

In the previous lesson you have learned that there are various elements
and techniques in drama. You have also learned that writers use various literary
techniques to capture the readers’ or audiences’ interests. The different techniques
help us understand the theme, the lesson or important message the writers want to
convey. One technique used by the playwrights and writers is the use of
intertextuality. This will be discussed in this lesson.

WHAT’S NEW

Activity 1
Directions: Match column A to column B based on the similarity of the given local
programs. Write the letter of your answer.

A B
1. Tulfo a. MMK
2. Magpakailan Man b. Sunday Pinasaya
3. Jessica Soho c. Face to Face
4. ASAP d. Rated K
e. Wowowin

Questions: Choose one from your answers.

What local TV Programs have similarities? In what way are they similar?

W WHAT IS IT
Di Discussion

Definition of Intertextuality
Intertextuality is the way that one text influences another. This can be a direct
borrowing such as a quotation or plagiarism, or slightly more indirect such
as parody, pastiche, allusion, or translation. 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. However, there also are many
examples of intertextuality that are either accidental on the part of the author or
optional, in the sense that the reader is not required to understand the similarities
between texts to fully grasp the significance of the secondary text.
Intertextuality as a technique of drama
Intertextuality was developed by the post culturalist Julia Kristeva in the
1960s, and since then it’s been widely accepted by postmodern literary critics and
theoreticians.

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 Basically, when writers borrow from previous texts, their work acquires layers
of meaning. In addition, when a text is read in the light of another text, all the
assumptions and effects of the other text give a new meaning and influence the way of
interpreting the original text. It serves as a subtheme and reminds us of the double
narratives in allegories.
Intertextuality can be signified in the form of conversations, thoughts, architecture,
sounds and physical activity.

How intertextuality is different to context? When considering intertextuality, it is easy

to get confused with context. When texts are making a social comment or referring to
an issue, they are not making intertextual references, they are making references to
what is or was happening in the world at the time in which it is made.

For example, in Pan’s Labyrinth is filled with intertextuality. From references to Alice in Wonderland to
Greek Mythology.

There are many references to Toddlers and Tiaras that would be hard to understand if you had no prior
knowledge to these toddler beauty contests. Much the same with references to Disney, and the storylines of
Cinderella and Little Mermaid.

Common Examples of Intertextuality

We use different examples of intertextuality frequently in common speech, such

as allusions like the following:
 He was lying so obviously, you could almost see his nose growing.
 He’s asking her to the prom. It’s like a happy version of Romeo and Juliet.
 It’s hard being an adult! Peter Pan had the right idea.

Example no. 1

East of Eden (1952) by John Steinbeck: A retelling of the account of Genesis, set in

the Salinas Valley of Northern California.

- “Even God can have a preference, can he? Let’s suppose God liked lamb better than
vegetables. I think I do myself. Cain brought him a bunch of carrots maybe. And God
said, I don’t like this. Try again. Bring me something I like, and I’ll set you up
alongside your brother. But Cain got mad. His feelings were hurt. And when a man ‘s
feelings are hurt he wants to strike at something, and Abel was in the way of his
anger.
(East of Eden by John Steinbeck)

Explanation:
This is another work of literature based on the Biblical story of Cain and Abel.
Steinbeck makes an allusion abundantly clear. Steinbeck both references the story
directly, and also reworks the story through his contemporary characters of Cal and
Aron.

Example no. 2

So. The Spear-Dane in days gone by

And the kings who ruled them had courage and greatness
We have heard of those princes’ heroic campaigns

Beowulf is an example of intertextuality because the monster, Grendel is said

to be a descendant of the Biblical figure of Cain. The first Beowulf poet would probably
have assumed his reader would have understood this allusion and indeed, know a
great deal about the Bible stories. Our contemporary reading of Beowulf is necessarily
intertextual as well because the original poem was written in Old English, which is
unintelligible to Modern English speakers. Seamus Heaney used the original text to

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produce his translation, of course, but his resulting work is his own creation. In the
introduction to the new text, Heaney explains many choices he made, including how
he decided to translate the first word of the text, “Hwaet!” and “So,” instead of choices
other translators made such as “Listeh,” “Lo” and “Attend.”

Example No.3

Another example of intertextuality is the story of the Philippine fictional

superhero Darna. Does it sound similar with any other story? What about Zsazsa
Zaturnna? The graphic novel Zsazasa Zaturnnah is a parody of Darna. The concept
presented in Darna has been adapted in Zsazsa Zaturnnah. While Darna is about a
woman who gains superpowers, the latter
is about a gay man who transforms into a super powered woman. The villain in Darna
known as Valentina, the Queen of Snakes is inspired by the Gorgons race of Greek
mythology which features Medusa, the woman with living poisonous snakes as her
hair and who can turn those who look at her in the eyes into stone.

Example No.4

After all, to the well-organized mind, death is but the next great adventure.
(Harry Potter and the Sorcerer’s Stone by J.K. Rowling)
In a moment of subtle intertextuality, the mentor figure of Dumbledore tells Harry
Potter not to pity on a dying wizard. The wizard in question has been living for
hundreds of years due to “sorcerer’s stone,” and is not afraid of death. J.K. Rowling is
hinting back at the line in J.M.Barrie’s Peter Pan, who once uttered, “to die would be
an awfully big adventure.” There are themes in common between these two fantasy
stories of Harry Potter and Peter Pan, yet the reader does not need to pick up on the
influence to J.M. Barrie’s work to appreciate J.K.Rowling’s work. J.K. Rowling also
borrowed from the sources, such as J.R.R. Tolkien’s Lord of the Rings trilogy and from
the horrors of real-life Nazi Germany, yet once again the reader can appreciate the
story without thinking about its influences.

Example No.5

James Joyce’s Ulysses was a deliberate retelling of Homer’s Odyssey, but

transplanted out by ancient Greece into a modern-day Dublin. The various chapters in
Joyce’s novel correspond to the adventures of Odysseus in Homer’s epic poem. For
Joyce, the point of this deliberate intertextuality was to show that ordinary people can
experience something heroic in their everyday lives.

Example No.6

Most people today have seen Star Wars, but many do not realize that it was
intended to be an intertextual work, based on the psychological theories of Joseph
Campbell. Campbell wrote a book called Hero With a Thousand Faces, which describes
a single, universal form of hero-stories that appears in cultures all over the world.
George Lucas, the creator of Star Wars, wanted to explore this idea of cross-cultural
heroic ideal in the character of Luke Skywalker.

Example No.7
Martin Luther King’s writing was heavily influenced by the work of Mohandas
Gandhi, was especially in the area of nonviolent resistance. Much of this
intertextuality was deliberate, with King explicitly crediting Gandhi as one of his
influences. Scholars, however have debated whether there might have been other
aspects of Gandhi’s writing, such as his aesthetic style, that also influenced King in
more latent way.

There are several relationships that authors depend on to communicate through

intertextuality. Among the most common and effective of these are:

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  Allusion- A generally implied reference to characters, scenes, plot elements, etc.
that appear in another work. For instance, Morpheus’s promise to Neo in The
Matrix to show him ‘ how deep the rabbit hole goes’ is an allusion to Alice’s
Adventures in Wonderland by Lewiss Carroll.
 Pastiche- Related to the Italian word for ‘paste,’ this is a collage of words,
phrases, or entire passages from one or more other authors that creates a new
literary work. The more elaborate pastiche will usually incorporate elements of
plot, theme, style, and even character development. The Metamorphoses by the
Roman poet Ovid is a giant pastiche of hundreds of earlier Greco-Roman myths!
 Parody- Very similar in form to the pastiche, the parody re-appropriates the
works of others, but for the purpose of poking fun rather than praising. Many of
‘Weird’ Al Yankovic’s songs are parodies of the work of popular artists.
 Adaptation- This is another type of intertextual technique which makes use of
adaptation, reinterpretation or reimagining an existing text and making it new.
An example for this is the movie “Batman” which is an adaptation from its
comic version
∙ Appropriation - is another type of intertextual technique which makes use of
adaptation, reinterpretation or reimagining an existing text and making it new. An
example for this is the movie “Batman” which is an adaptation from its comic version

WHAT YOU WILL DO

Directions: Study the lyrics of the song “Roar” by Katy Perry and “Eye of the Tiger”
by Survivor. Analyze the underlined phrases or lines carefully. How is intertextuality
being applied in the songs?

ROAR EYE OF THE TIGER

It's the eye of the tiger, it's the dream of
the fight
Risin' up to the challenge of our rival
And the last known survivor stalks his
I got the eye of the tiger, a fighter prey in
Dancing through the fire the night
'Cause I am a champion, and you're And he's watchin' us all with the eye of
gonna hear me roar the
Louder, louder than a lion tiger
'Cause I am a champion, and you're Risin' up, straight to the top
gonna Had the guts, got the glory
hear me roar! Went the distance, now I'm not gonna
Now I'm floating like a butterfly stop
Stinging like a bee I earned my stripes Just a man and his will to survive
I went from zero, to my own hero It's the eye of the tiger, it's the dream of
You held me down, but I got up (hey!) the
Already brushing off the dust fight
You hear my voice, your hear that Risin' up to the challenge of our rival
sound And the last known survivor stalks his
Like thunder, gonna shake the ground prey in
You held me down, but I got up the night
Get ready 'cause I've had enough And he's watchin' us all with the eye of
I see it all, I see it now the
Roar, roar, roar, roar, roar! tiger
The eye of the tiger
The eye of the tiger
The eye of the tiger
The eye of the tiger
Activity 2
Directions: Describe what similar concepts are used in the songs and how
your knowledge and understanding of one of the songs help you relate or
understand the other song. Write your answer on a separate sheet. (note for
instruction vice- versa.
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_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
 WHAT I HAVE LEARNED
Generalization

WHAT I HAVE LEARNED

Generalization

Directions: Complete the following phrases with the needed information. Use a
separate sheet for your answer.

1. The concept of intertextuality according to Kristeva is

____________________________________________________________________________
____________________________________________________________________________
___________________________________________________________________
2. The common examples of intertextuality are _____________________,
_____________________, _________________________, ___________________________,
_______________________and ____________________________.
3. Intertextuality can be a direct borrowing such as a ____________________ or
_________________________, or slightly more indirect such as _________________
___________________,  allusion, or translation.

WHAT I CAN DO
Application

Activity 3
Directions: Think of the following stories, movies or novels. Choose what intertextual
relationship is used. (allusion, adaptation, pastiche, or parody)

1. Life of Pi by Yann Martel from a novel to a movie Life of Pi

2. Boys Over Flower-a Korean drama and a Taiwanese drama Meteor Garden
3. Detective Conan by Sherlock Holmes and Criminal Mines –a Korean film
4. She’s Dating a Gangster from Wattpad to a movie She’s Dating a Gangster
(provide familiar 1 example)

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 ASSESSMENT
Post Test

Lesson
II. Write T if the statement is True and F if it is not.
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______ 1. Intertextuality is used to confuse the readers and audience of the
story’s true meaning.
______2. Intertextuality is only limited to plays or stories.
______3. Using intertextuality is similar to copy-paste approach in writing.
______4. Intertextuality is not an effective literary technique.
______5. Intertextual references allow for deeper understanding of the text.
______6. You can think of an intertextual reference as a story retold in
another story.
______7. Movie parodies are some examples of intertextuality.
______8. The play “The World is an Apple” uses intertextuality.
______9. Only excellent writers are able to apply intertextuality.
______10. Stories with intertextual references are entirely similar.

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 References:
https://www.slideshare.net/ehowson/intertextuality-powerpoint
Creative Writing / Malikhaing Pagsusulat Senior High School;authored by Geralyn J.
Acero, et al..

Key to Corrections

 What’s New

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Activity 1
1. C
2. A
3. D
4. B

 What Will You Do

Activity 2. Students’ answer may vary.

The song “Roar” has similar concept or thought with the song “Eye of the
Tiger” since both songs talk about overcoming challenges and getting
back up on your feet when someone or something comes along and
knocks you down. You’ll likely come across patches and problems in life-
whatever it is, don’t let obstacles get it in your way. You’re a fighter and a
champion.

 What I have Learned

Activity 3
1. Intertextuality is the way that one text influences another. This can be
a direct borrowing such as a quotation or plagiarism, or slightly more
indirect such as parody, pastiche, allusion, or translation. 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.

2. a. East of Eden ---- Genesis

b. Beowulf --------- The Story of Cain in the Bible
c. Valentina, the villain in the story of Darna ------- Medusa
d. Harry Potter --------The Lord of the Rings
e. James Joyce’s Ulysses---------- Homer’s Odyssey
f. Star Wars --------- Hero With a Thousand Faces
3. quotation, plagiarism, parody, pastiche,

 What Can I Do

1. Pastiche
2. Adaptation
3. Adaptation
4. Adaptation

 Post Test

1. F

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2. F
3. T
4. F
5. T
6. T
7. T
8. T
9. F
10. F

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