Joshi 1 Bishow Raj Joshi Teaching Assistant Sanothimi Campus DOES LITERATURE SUPPORT IN TEACHING WRITING? Abstract This paper evaluates the role of literature in teaching writing skill by analyzing the data collected from the tools like questionnaires and interview which were formed after a rigorous and in-depth study of relevant books and research articles to establish the theoretical foundation. The results of the data interpretation indicate that literature has a significant role in teaching writing. It enhances the students’ writing skill by offering various styles and elements of writing. This paper finally discusses the specific genres and their role in teaching writing and makes some recommendations. Introduction Some researchers and experts view that the role of literature in language classroom is problematic in a new pattern of language teaching due to the complex nature of literature. For them, using literature in language teaching and learning will contribute nothing to helping students meet their goal i.e., language development. Giri (2001) points out that “Second half of twentieth century witnessed some resentment in literature in the ESL/EFL classrooms. Following the advent of linguistics, particularly the structural linguistics in 1960s, the use of literature as a tool of language teaching confronted with an enormous amount of controversy” (cited in Regmi 2004, p. 1). Similarly, Sunuwar (2000) has quite strongly criticized the use of literature to achieve communicative competence in learners (cited in Regmi 2004, p.1). However there are researchers and experts who have expressed their arguments for the issue that there is a rational for including literature in language curriculum. The relationship between language and literature is often emphasized and stated that they are not mutually exclusive. There is literariness in everyday use of language and literature is an artifact made out of language. Taylor defines literature focusing on the conversational use of everyday language. According to Taylor (1996) the roots of what we call literature are in everyday stories, dreams, rhymes, songs, rhetoric and the flow of in relationship. Supporting the relationship between language and literature, Collie and Slater (1987) claims that literature provides a rich contest in what individual lexical items are made more memorable, formation and function of sentences, variety of possible structure and different ways of connecting ideas. It can serve as an excellent prompt for oral words. Similarly “using stories … develops critical thinking, self-monitoring, strategic flexibility, and fruitful peer interaction” (Strodt-Lopez, 1996, p. 41). Lindsay (1974) also supports the use of literature especially drama in language teaching stating that “using of drama is not just another game to disguise the drilling; it can help students to learn to use the language in situation where they have to communicate using the whole self and not just the vocal part” (p. 55). Harmer (2008) accepts that “poetry writing is especially appropriate to the younger learners who are usually afraid to have a go” (p. 119). Furthermore, Akyel & Yalcin (1990) make three broad recommendations for the teaching of literature in the language classroom. Firstly, there should be a more balanced selection of