This book is aimed at teachers who teach Literature in General High School. It is based on the new teaching and assessment data of the subject.
It contains supportive material for the teaching of Literature with the ultimate goal of the interpretive emancipation of students; that is, the aim is for students to gradually become proficient readers of any unseen literary text, to acquire specific reading skills, and to be able to recognize narrative and poetic techniques, language choices, and content elements (symbols, characters, etc.), to comment on their function in the text's meaning, and to compose their interpretive commentary in written form.

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

All questions in Parts B and C are accompanied by instructions and detailed answers aimed at supporting the interpretive dialogue and training students in composing interpretive commentary.