INTERTEXTUALITY IN ROALD DAHL’S POETRY
Abstract
This paper aims to consider intertextuality and discover its types in Roald Dahl’s poetry intended for children. The study focuses on the poetic texts rather than the author and reader, although the author and children-readers are regarded either. The data used for this study are R. Dahl’s Revolting Rhymes (1982), Dirty Beasts (1983), and Rhyme Stew (1989) devoted to children from seven years old and above. Acknowledging “intertextuality” as the concept for indicating the relation between the texts, the classification of types of intertextuality proposed by R. Pope (2002), has been taken into consideration in analyzing the data. This article includes the recognition of the types of intertextuality in R. Dahl’s poetry for children. According to the scholar’s division (Pope, 2002), three types of intertextuality are distinguished. They are explicit, implied and inferred intertextuality. Mainly, analyzing the data testifies explicit intertextuality as the most frequent type in R. Dahl’s poetry for older children.
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