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.

Henryk Kurczab is a literature specialist, educator, lecturer and professor of Rzeszów Univertsity as well as Rzeszów College of Pedagogics. His book is a plenteous source of knowledge concerning dialogue, translatability and interaction of arts in the sense of semiotic ‘meaning’ and ‘sign’. The subject matter chosen by the author, i.e. arts correspondence, its own exemplification as well as interpretations, distinguish his work by individaulizing cognitive values.

This book is an attempt to demonstrate that the basic principles of phonological organization boil down to the interaction between the strength of nuclei as licensers of phonological structure and various non-rerankable scales of complexity occurring at different levels of phonological representation. The licensing relation between nuclei and the preceding onsets on the one hand, and governing relations between consonants, which are to a great extent determined by their internal melodic structure, allow us to view the phonological representation as a (...) self-organizing system, which is able to pr. (shrink)