In this paper, we have reviewed and analyzed literature textbooks at the pre-university level, respectively in the high school. In this research, we have examined the way these texts are analyzed (the pedagogical apparatus as it is otherwise called). Such work is done considering the requirements of the latter to fulfill certain competencies provided by the program on which the text is drafted. The method we used is based on two parallel directions. One is about the aforementioned comparison of the required competencies and those realized in the pedagogical apparatus of the textbooks of different publishing houses, which have gained the right to be part of the textbooks that can be selected by different schools for the treatment of the subject of literature. This is seen according to the rubrics provided by the program, those currently implemented, and the competencies suggested by us, which we do not see implemented by the first two. In parallel, we have identified the problems in terms of simple text analysis, in a stylistic, pragmatic-reflective plane, giving our suggestions for each case. About 80% of the textbooks show problems with the way the rubrics are constructed and almost 90% of the rubrics are constructed with questions that may go beyond the rubric topic. The paper is accompanied by a concrete example of text analysis suggested to the professional network of literature teachers. This model is based on the experience of Italian and French textbooks.