Abstract

The purpose of this paper is to state and describe realisations of the theoretical literary intertextuality at school. In the perception of literary works both at school and in the study of literature, operation of various categories of intertextuality can be distinguished, e.g. intratextual and intertextual, genological and intersemiotic, and even metatextual types. The materials studied confirm that the intertextual and intersemiotic types of analysis are most frequent.