Our literature education still sticks to the system so called "coverage and exegesis" of literary canons. Beneath this system there lies a belief and a premise that reading every great text with analysis would let our students to develop reading skills and to enhance their textual power. However most of students are complaining that reading poetry is too difficult and even they could not understand another poem of the same poet' that was already taught. It shows that the system cannot work as well as we expected and fails in giving them textual and inter-textual power.
This study tried to provide an educational expository essay which has a wide and profound appreciation about text with a synthetic view point including substance-based, property-based and activity-based approaches. Eventually it emphasized intertextuality not only among literary texts but also among cultural texts.
I analyzed three literary texts, by Kim Kwang-gyu(김광규), by Lee Ho-cheol(이호철), and by Song Su-kwon(송수권), reading each by each and all together. Then I found there is a very interesting and remarkable relationship among them. Even though those authors have different orientations and seem not to have any influential relation to each other, the three texts show us as if they are a set of series. The first and the second shows common concern on 'song' and 'story' that means not only the 'lyric' and the 'narrative' but also the romanticism and the realism. And if the first and the second are mixed together, the third would be made like a chemical change. Even though I used my literary knowledge to read the texts, my discovery such as the interrelationship among the irrelevant texts owes to the viewpoint of the study of literary education. It proves that the pedagogical approach to literature can produce the pedagogical contents independently from the literary studies.
There could not be the only one way to teach poetry like coverage and exegesis. Therefore, this study might be recognized as an alternative to the traditional system of our literature education. Teaching poetry through intertextuality will help our students understand not only the relationship among texts but also each text.