By dividing the reading process into two parts: a naïve primary reading, devoid of interrogation into academic criticism, and an informed secondary reading which utilises said criticism and theory; this thesis analyses the effects of 'informed' intertextuality on the interpretations and perceptions constructed by a reader. The texts I have chosen to analyse are Fire and Hemlock (1985) and Deep Secret (1997) by Diana Wynne Jones, and Neil Gaiman's Stardust (1999). Patterns of intertextuality observed during the initial naïve reading are the focus of the following chapters. Focus is placed on relationships between literary texts, connections to genre and culture, as well as the transformation of texts through adaption and changes in medium. The relationship between an author and his text is also a concern of intertextuality, and is discussed throughout the thesis, but specifically during a chapter dealing with the effects of intertexts upon originality and the power of the author. The reader's importance is also emphasised. Theorists such as Kristeva and Barthes, as well as Genette and Bloom, all inform my perception of intertextuality, giving me a frame-work through which to approach the texts. I have concluded that reading intertextual connections 'opens' up the reading process. A discussion about intertextuality has led to an appreciation of the amount of subversion and renewal which such relationships bring in terms of genre and characterisation, and even specific narratives. Areas of further study indicated by my discussions include the effect of the internet on originality and plagiarism, and the effect of consumerism on narrative.