Summary
Highlights
The lesson introduces the concept of 'Context of Text Development,' focusing on two key techniques: hypertext and intertext. It is explained that understanding a text's context involves considering the social, cultural, historical, political, and psychological circumstances surrounding its creation and interpretation. The learning objectives are to understand, identify, and apply these concepts.
Hypertext is defined as a loose web of free associations and general links, allowing readers to jump to further information. It is characterized by external links embedded in a text, connecting information semantically and offering a non-linear way to present data, usually through links. These links can incorporate multimedia, transforming hypertext into hypermedia. Hypertext gives readers flexibility and personalization, enabling them to become co-authors by creating their own meanings and associations.
The two key elements of hypertext are browsing (retrieving information by association, backtracks, or history/bookmarks) and searching (retrieving data by content, constructing indexes of URLs, and using keywords). Hypertext promotes dialogue, acts as a collaborative medium, and is useful in computer-aided instruction. URLs (Uniform Resource Locators) are discussed as internet addresses for accessing resources like files, media, or websites.
Intertextuality is presented as the second technique, involving building a structured network of specific connections to guide the reader towards a correct interpretation. It signifies a text's relation with other texts, creating interrelationships and shared understanding. Definitions from Michael Riffaterre, Gadavanage, and Empty Chongson are provided, highlighting borrowing, transformation, citing, and referencing as core aspects. Kristeva describes it as a 'mosaic of quotations' that adapts and changes a text.
Four techniques of intertextuality are identified: retell, allusion, quotation, and acknowledge. Examples are given from literature comparing Bernardo Carpio to Poseidon, and other popular culture references such as 'Victor Magtanggol' to 'Thor,' an old painting to a modern photo, classic movies like 'Dracula' and 'Noah's Ark' to their modern counterparts, and magazine parodies like 'Savog'. Intertextuality in common speech is also explained using allusions to King Solomon, Pinocchio, and the Battle of Waterloo.
An enrichment activity is conducted where participants analyze statements and identify whether they represent hypertext or intertext. Examples include comparing words from a dictionary to an encyclopedia (intertext), using online library links (hypertext), searching for information from music links (hypertext), researching scientific journals and history books (intertext), checking blog links (hypertext), synthesizing theses (intertext), and citing books (intertext).
The significance of using intertextuality and hypertextuality as critical writers is emphasized. These techniques are crucial for accessing information, whether manually or through hyperlinks, and for engaging in academic conversation. A short recap reinforces the definitions of hypertextuality as accessing information through hyperlinks and intertextuality as manually using, borrowing, or transforming text.
A true or false assessment activity is given to test understanding of the concepts. Following the assessment, a group performance task is assigned. Students are divided into groups based on address, talent, and interest, and tasked with creating outputs such as poems, essays, songs/chants, posters/collages, or PowerPoint presentations to explain or clarify hypertext and intertext, with rubrics provided for each task.