Abstract
The role of literature in the composition classroom has long been controversial. In this article, we examine the arguments both for and against the use of literature by, first, surveying the main stances taken in L1 composition pedagogical theory, which predate and have significantly influenced L2 composition, and then by reviewing L2 compositionists' own perspectives on literature. The L2 arguments can be seen as resonating, but at the same time, diverging from those of L1 writing theory. Yet, all can be interpreted as responses to by now familiar themes in both L2 and L1 compositions, such as process versus product, academic discourse community initiation versus preparation for life, and hegemony of the established elite versus empowerment of the less privileged. Our goal in this review of the long-standing debate is not to encourage polarization for or against literature, but rather to provide, through the varied perspectives presented, a basis for informed decisions about the possible value of literature in particular contexts in which teachers and their students find themselves.
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