This book is aimed at teachers who teach Literature in high school. It is based on the new teaching and assessment data of the subject.
It contains supporting material for teaching Literature with the ultimate goal of interpreting the students' texts; the goal is gradually for the students to become proficient readers of any untaught literary text, to acquire specific reading skills, and to be able to recognize narrative and poetic modes, linguistic choices, and content elements (symbolism, characters, etc.), to comment on their function in the text's meaning-making, and to compose their interpretive comment in written form.

The book is divided into three parts:
- PART A: Introduction that includes basic elements regarding a) the theoretical background of teaching (Reading theories), b) the methodology of teaching (content and management of interpretive dialogue), c) the significance and teaching management of literary texts through "text networks," and d) basic cognitive elements for teaching Literature (narrative techniques, metric elements, important literary terms, etc.).
- PART B: Approach based on interpretive dialogue of 14 representative untaught literary texts (short stories, novel excerpts, plays, etc.).
- PART C: Sample processing of 3 Networks based on corresponding literary motifs ("Mirror," "Walls," "Silence").

All questions in Part B and Part C are accompanied by instructions and detailed answers aimed at supporting interpretive dialogue and exercising the students in terms of composing interpretive comments.