For several years there has been a huge emphasis on higher education’s role in shaping future employees to fit the requirements of potential employers and adapting education to the recruitment needs of the same. This is not the only goal of higher education, however. At the very beginning, in section eight of the first chapter of the Swedish Higher Education Act, it is written that ”[f]irst-cycle courses and study programmes shall develop the ability of students to make independent and critical assessments.” In addition, ”students shall develop the ability to gather and interpret information at a scholarly level.” Both quotes highlight the aspect of critical analysis, which is mandatory for university studies regardless of field. To help develop critical thinking and further independent analysis among the students are thus two of the most important goals for Swedish educators in higher education.

Academic disciplines follow the Swedish Higher Education Act in various ways depending on the traditions and customs in their respective fields. Within the field of English literature, text analysis is at the forefront and a huge amount of research has been made delving into its method. Authors often encountered by students are Lois Tyson, M. Keith Booker, Terry Eagleton, and Jonathan Culler as they have written often used introductions to literary theory and critical perspectives. My aim in this paper is to focus on the teaching of literary text analysis as a method and a means to adhere to the independent and critical assessment requirement as well as to gather and interpret information — which I will focus on primarily — in the Swedish Higher Education Act. What are the strengths of text analysis as a method and to what extent does it contribute to fulfil the aims of higher education as expressed by Swedish law?