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CHAPTER 6


                         TEXTUALITY












     Recent  theoretical  developments  have  substantially  redefined  the
     concept  of  language  (by  emphasizing  that  all  sorts  of  signs  and
     symbols  -  not merely  'words'  -  can be thought  of as language)
     and  the  concept  of  reading  (by  showing  that  what  we  read  is  not
    just  books,  newspapers,  etc.  but  our  cultural  environment  as  a
     whole). 1  The  text  has  undergone  a  comparable  reassessment.
     Everything can  be regarded  as a  text:  plays  and  platters,  billboards
     and  blackboards,  guns and  gowns,  statistics and  statues  are  all, in
     different  ways,  texts:  namely,  objects  and  data  that  are  always
     open  to  varying  readings  and  interpretations.  This  openness
     entails  that  a  text  cannot  be  viewed  as  the  sealed  and  self-
     contained  product  of  a  single author.  Texts  are  not  so much fixed
     entities  as  processes:  they  keep changing and  gaining novel  conno-
     tations  according  to  how  they  are  received  and  perceived  by  their
     readers  and  to  the  cultural  circumstances  in  which  they  are
     produced  and  consumed.  Etymologically, 'text'  is  associated  with
     weaving  (from  the  Latin  texere  =  'to weave'). The  idea  that  a  text
     is  neither closed  nor  the  exclusive possession  of  one  maker  under-
     scores  the  idea that  its 'fabric'  can  be endlessly made  and  unmade.
       This  chapter  examines  the  theme  of  textuality with  reference  to
     relevant  aspects  of  the  writings  of  Roland  Barthes  and  Julia
     Kristeva.  These  two  critics have  been  selected  on  the  grounds  that
     they  constitute  apt  illustrations  of  contemporary  approaches  to
     textuality  as  an  expansive  and  multi-faceted  phenomenon.  Both
     Barthes  and  Kristeva  have  contributed  to  the  extension  of  the
     concept  of  the  text.  They  have  done  so  on  various  levels. Firstly,

     ' W This  idea  is discussed  in  Part  /,  Chapter  5, 'Reading'.


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