Practicing Intertextuality attempts something bold and ambitious: to map both the interactions and intertextual techniques used by New Testament authors as they engaged the Old Testament and the discourses of their fellow Jewish and Greco-Roman contemporaries. This collection of essays functions collectively as a handbook describing the relationship between ancient authors, their texts, and audience capacity to detect allusions and echoes. Aimed for biblical studies majors, graduate and seminary students, and academics, the book catalogues how New Testament authors used the very process of interacting with their Scriptures (that is, the Masoretic Text, the Septuagint, and their variants) and the texts of their immediate environment (including popular literary works, treatises, rhetorical handbooks, papyri, inscriptions, artifacts, and graffiti) for the very production of their message. Each chapter demonstrates a type of interaction (that is, doctrinal reformulations, common ancient ethical and religious usage, refutation, irenic appropriation, and competitive appropriation), describes the intertextual technique(s) employed by the ancient author, and explains how these were practiced in Jewish, Greco-Roman, or early Christian circles. Seventeen scholars, each an expert in their respective fields, have contributed studies which illuminate the biblical interpretation of the Gospels, the Pauline letters, and General Epistles through the process of intertextuality.

The books we’ve read, the films we’ve seen, the stories we’ve heard - and just as importantly the ones we haven’t – form an integral part of our identity. Recognising a reference to a text can result in feelings of pleasure, expertise and even smugness; being lost as to a reference’s possible significance can lead to alienation from a text or conversation. Intertextuality in Practice offers readers a cognitively-grounded framework for hands-on analysis of intertextuality, both in written texts and spoken discourse. The book offers a historical overview of existing research, highlighting that most of this work focuses on what intertextuality ‘is’ conceptually, rather than how it can be identified, described and analysed. Drawing on research from literary criticism, neuroscience, linguistics and sociology, this book proposes a cognitive stylistic approach, presenting the ‘narrative interrelation framework’ as a way of operationalising the concept of intertextuality to enable close practical analysis.

This edited volume aims to reposition intertextuality in relation to recent trends in critical practice. Inspired by the work of Sara Ahmed in particular, our authors explore and reconfigure classic theories of authorship, influence and the text (including those by Roland Barthes, Michel Foucault and Harold Bloom), updating these conversations to include intersectionality specifically, broadly understood to include gendered, racial and other forms of social justice including disability, and the progressive impact of the transmission and transformation of texts. This diverse volume includes discussions of major canonical works such as James Joyce’s Ulysses alongside the recent contemporary literature by authors such as Siri Husvedt and Maggie O’Farrell, as well as theoretical interventions. This volume also engages with how intertextuality can facilitate interdisciplinary and ekphrastic thinking and representation, as the inspiration of music and the visual arts for texts and their transmission is addressed. The choice of intertexts become deliberately political, ethical and artistic signifiers for the authors discussed in this volume, and our contributors are thus enabled to address topics ranging from visual impairment to Shakespearean motherhood to the influence of Jazz culture on writing on the Northern Irish Troubles.

This book conducts an in-depth study on the ideas about future salvation in Zechariah 9-10. In accommodation of the allusive character of the text, Lee uses the methodology of intertextual analysis to examine the markers in the text. Having established the moments of intertextuality, Lee investigates the sources and their contexts, analyzing how the intertexts are used in the new context of the host and exploring how the antecedents shape the reading of the later text. Thus, Lee argues that Zechariah 9-10 leverages earlier biblical material in order to express its view on restoration, which serves as a lens for the prophetic community in Yehud to make sense of their troubled world in the early Persian period, ca. 440 B.C. These two chapters envision the return of Yahweh who inaugurates the new age, ushering in prosperity and blessings. The earlier restoration expectations of Second Zechariah anticipate the formation of an ideal remnant settling in an ideal homeland, with Yahweh as king and David as vice-regent, reigning in Zion. The new commonwealth is not only a united society but also a cosmic one, with Judah, Ephraim, and the nations living together in peace.

This book attempts to investigate two strands in a single work: ‘apocalyptic Paul’ and ‘intertextuality’. First, what does ‘apocalyptic Paul’ mean? Is it synonymous to eschatology as a theological notion, or the end-time mystery? Many seminal works have delved into the intriguing yet unorganized notion of the ‘apocalyptic’. Instead of attempting to provide a universal definition of the ‘apocalyptic’, the author presents his understanding of the phenomenon, particularly in the cultural realm. The author contends that ‘apocalyptic’ is neither all about the end-time event nor merely a literary genre, but an interpretive lens to understand the world and social phenomena—one that is shaped and developed through culture and society. Accordingly, the term ‘apocalyptic Paul’ implies how Paul views and understands the world, history, and supernatural phenomena through interaction with his cultural texts and context. Second, the author also suggests that ‘intertextuality’ is not only about comparative literature study. Rather, intertextuality refers to cultural semiotics: a sign system to deliver the meaning of text. Based on this notion of intertextuality, the author interprets how Paul envisages multiple phenomena (heavenly ascent, resurrection, afterlife, the origins of sin, and two ages) within his cultural context.

Intertextual encounters occur whenever an author or the author's text recognizes, references, alludes to, imitates, parodies, or otherwise elicits an audience member's familiarity with other texts. F. Scott Fitzgerald and Nathanael West use the fiction of Horatio Alger, Jr., as an intertext in their novels, The Great Gatsby and A Cool Million. Callie Khouri and Ridley Scott use the buddy-road-picture genre as an intertext for their Thelma and Louise. In all these cases, intertextual encounters take place between artists, between texts, between texts and audiences, between artists and audiences. Michael Dunne investigates works from the 1830s to the 1990s and from the canonical American novel to Bugs Bunny and Jerry Seinfeld.

What’s so humorous about the Bible? Quite a bit, especially if experienced with others! Nine biblical scholars explore their experiences of reading and hearing passages from the Bible and discovering humor that becomes clearer in performance. Each writer found clues in their chosen biblical text that suggested biblical authors expected an audience to respond with laughter. Performers have a powerful role in either bringing out or tamping down humor in the Bible. One audience may be more disposed to respond to humor than another. And each contributor found that experiencing humor changed the interpretation of the biblical passage. From Genesis to Revelation, this study uncovers the Bible’s potential for humor.

Weiss examines the style and method of Hermann Cohen's magnum opus, Religion of Reason out of the Sources of Judaism. Through philosophical and scriptural analyses, Weiss argues for a new reading of this long-misunderstood book, demonstrating Cohen's continuing significance for Jewish thought and for philosophy of religion more broadly.

This important collection explores and clarifies two of the most contested ideas in literary theory today, influence and intertextuality. The study of influence tends to center on major authors and canonical works, identifying prior documents as "sources" or "contexts" for a given author. Intertextuality, on the other hand, is a concept unconcerned with authors as individuals; it treats all texts as part of a network of discourse that includes culture, history, and social practices as well as other literary works. In thirteen essays drawing on the entire spectrum of English and American literary history, this volume considers the relationship between these two terms--their rivalry, their kinship, their range of uses. Debates about these two concepts have been crucial to the "new historicism" and the resurgence of interest in literary history. The essays in this volume employ a refreshing array of examples from that history--poetry of the Renaissance and the twentieth century, novels of the eighteenth through twentieth centuries, Old English texts, and postmodernist productions that have served as recurrent "intertexts" for contemporary theory. The contributors treat such currently vital questions as the role of the author, canon formation, gender, causality, and the social dimension of texts. They illuminate old assumptions and new ideas about agency that lie behind notions of influence, and they examine models of an anonymous textual field that lie behind notions of intertextuality. The volume takes much of its character from its own intertextual origin as a group project of the English faculty at the University of Wisconsin-Madison. Though diverse in their academic interests, concerns, and experience, the contributors particpated in an ongoing intellectual exchange that is a model of how new scholarship can arise from dialogue.

It's not enough for students to just understand a text. In order for students to achieve academic excellence and succeed in today's society, they must also be able to exercise critical awareness over what they read. But how do you cultivate comprehension and help kids sharpen their analytical skills? The answer, writes Barbara King-Shaver, lies in thinking outside the book by studying texts in tandem. In When Text Meets Text, King-Shaver lays out rationales and strategies for using an approach called intertextuality, where a reading of carefully paired texts increases students' grasp of content while honing their command of crucial critical tools. Making connections among texts, students delve deeper into each by observing similarities and differences in literary characteristics such as syntax, plot, character, and structure, propelling them toward greater meaning making. King-Shaver presents the research supporting intertextual instruction, techniques for adding it to your curriculum, suggestions for a wide array of books to teach together, and, best of all, practical ideas for units of study covering key aspects of teaching literature, including: genre theme author archetypes. Find an exciting new way to build literature connections in your classroom, as you extend the comprehension abilities of your students. Read Barbara King-Shaver's When Text Meets Text, and find out why two texts are better than one.