This article presents a pedagogical stylistics of intertextuality in interactive literary study talk. It analyses case study data representing one higher education seminar discussion, where a tutor and student interpret a focal text through reference to diverse intertexts. The article asks: How do participants enact intertextual literary analysis in conversation? How are intertextual voices introduced? How do intertextual voices relate to focal texts and position readers’ orientations to them? The transcript represents the interplay of participant and text voices around Pond by Claire-Louise Bennett. The article examines the intertextual invocations made by participants in interaction including their pedagogic function. It adopts a methodology combining pedagogical stylistics with a conversation-analytic mentality. Commentary adapts Lemke’s four categories of intertextual connection (cothematic, co-orienting, coactional and cogeneric) to describe functions of intertextual invocation in talk, adding two new categories of co-illumination and cogeneration. The results suggest participants in literary study talk use intertextual invocations to develop insights, position the responses of others and sustain co-constructed interpretation. The article proposes the term Talk as Heteroglot Intertextual Study (THIS) to describe this pedagogical format, with linked terminology to identify its multivocal, deictic and organisational traits. This pedagogical stylistics helps researchers and teachers describe and understand the development of intertextual analysis in literary study talk.

中文翻译：

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互文互动的教学风格：高等教育教育学中作为异语互文研究的谈话

本文介绍了交互式文学研究谈话中互文性的教学风格。它分析代表一个高等教育研讨会讨论的案例研究数据，其中导师和学生通过参考不同的互文来解释焦点文本。文章问：参与者如何在对话中进行互文文学分析？互文语音是如何引入的？互文语音如何与焦点文本相关联并定位读者对它们的定位？成绩单代表池塘周围参与者和文本声音的相互作用通过克莱尔 - 路易丝贝内特。本文考察了参与者在互动中所做的互文调用，包括他们的教学功能。它采用了一种将教学风格与会话分析心态相结合的方法。《评论》采用莱姆克的四类互文联系（共同的、共同的、共同的和同属的）来描述谈话中互文调用的功能，增加了共同照明和共同生成两个新的类别。结果表明，文学研究谈话的参与者使用互文调用来发展洞察力，定位他人的反应并维持共同构建的解释。这篇文章提出了“谈话”一词作为异语互文研究(THIS) 来描述这种教学形式，并使用相关的术语来识别其多声、指示和组织特征。这种教学风格有助于研究人员和教师描述和理解文学研究谈话中互文分析的发展。