Date of Award
10-13-2017
Document Type
Thesis
Degree Name
Master of Arts (MA)
Department
Philosophy and Liberal Studies
First Advisor
Brad Minnick
Abstract
In secondary literacy classrooms, teachers work with students on developing critical thinking skills that translate into their writing. This thesis focuses on using intertextuality in literacy and other texts to create more effective critical thinkers and more socially conscious writers. In using an intertextual process, a teacher must combine several disciplines for it to be effective, including social constructionism in writing, reader-response theory, collaboration within in the classroom, and conflict pedagogy. All of these concepts combine to create the intertextual process presented in this thesis. Applying the intertextual process within a secondary literacy classroom can create a more socially aware student who will begin to internalize the intertextual connections within the media, including social media, which surround them in their daily lives. By being explicitly taught intertextuality as a process, students become mindful of the connections, and sometimes bias, that a particular writer contains in his/her work.
Recommended Citation
Riesco, Holly Sheppard, "Applying Intertextual Literary Theory to the Secondary Literacy Classroom" (2017). Theses and Dissertations. 785.
https://research.ualr.edu/etd/785
