Intertextuality, Literary Competence and the Question of Readership: Some Preliminary Observations

Abstract

This article reconsiders the extent recitation and memorization played in the process of the literary composition and transmission of biblical texts, and attempts to distinguish between aurally recognizable intertextual echoes, as opposed to literary patterning based upon visual recognition. The findings of recent cognitive studies are applied in evaluating two sets of questions: first, whether different types of biblical intertextuality would have been equally recognizable to both listeners and readers; and second, whether scribes who produced intertextual compositions consulted and referred to written texts, or whether biblical intertextuality stems from the author’s trace memories of texts read or performed.

Going Vertical with Love Thy Neighbor: Exegetical Use of Scripture in Leviticus 19.18b

“…It is not clear why it would be unethical for a scholar such as Fishbane, who usually refers to his study of allusions as focused on inner-biblical interpretation (e.g., Fishbane 1980:343, et passim ), to suggest it also can be seen as a study of intertextual relations (Fishbane 2000:39). Meanwhile, some scholars admit that “intertextuality … can cover any type of relations between texts” (Edenberg 2010:173n16, emphasis original). And a large number of scholars use “intertextuality” in a nontechnical manner “as a synonym for ‘echo’ or ‘allusion’” (Theocharous 2012:1).…”

Intercultural intertexts encountered by Taiwanese EFL students

“…440-441). According to Edenburg's (2010) theory about the cognitive processes of intertextual devices, intertextual associations are evoked in one's mind and triggered by memory. As I see it, an intertextual association is formed in the mind of the reader upon noticing formal or conceptual resemblance between the alluding and source texts.…”

Placing the Meaning of Metaphors in a Wider Sociocultural Context : Enquiring into EFL Learners’ Literary Competence

“…The main aspect of this literary competence is the ability to relate literature to learners' personal experiences and situate the literary text in a wider sociocultural scope (Spiro, 1991;Suarcaya & Prasasti, 2017). Existing empirical studies have shown that, by making use of language learners' literary competence, they are able to enjoy and appreciate the entanglements of a graphic novel as a form of literature (Pantaleo, 2011), respond to a particular textual problem based on their interpretive community (van der Pol, 2012), and examine a text outside of its actual context (Edenburg, 2010).…”