Classic vs Contemporary Literature: What Should Students Be Reading? 

Preparing for Year 12 ATAR English Literature in Western Australia means exploring a wide range of texts. In this debate of classic vs contemporary literature, it’s not a simple matter of choosing one over the other. Both traditional classic texts (think Shakespeare, Dickens, Austen, etc.) and modern contemporary texts (recent novels, plays and poetry) have unique literary value. A Western Australian Certificate of Education (WACE) English Literature teacher knows that a balanced reading diet builds the skills students need – from cultural context to critical thinking to personal engagement. International research and expert educators agree: reading broadly (especially fiction) supports empathy, analytical depth and exam success[1][2].

In the WACE Units 1–4 curriculum, students learn to analyse texts in context and compare themes across time. Classic texts offer time‑tested themes and styles, while contemporary works speak directly to today’s world. This blog explores what both have to offer. It will discuss how each contributes to literary understanding, and suggest practical ways to include both in your senior‐school reading. The goal is not to dismiss classics or only chase modern best‑sellers, but to build confident, well‑read students who enjoy literature of all kinds.

Exploring the Differences in Classic vs Contemporary Literature

The term classic literature generally refers to works of proven literary merit that have endured over time. These are often written by authors recognised as major writers – for example, William Shakespeare, Jane Austen, Mark Twain or Toni Morrison. Classics deal with universal themes (love, loss, justice, identity, power, and so on) and have stood the test of generations[3][4]. They may use formal or older language, and are usually long enough to develop complex characters and plots.

By contrast, contemporary literature means works written recently – generally in the late 20th or 21st century. Many high school curricula include young adult (YA) novels, modern dramas, or poetry that reflects today’s society.

Contemporary texts might tackle current issues (social justice, technology, identity, climate change, etc.) in the language of modern readers.

They can feature diverse voices – different cultural, ethnic, gender or social perspectives that reflect the world we live in now[5].

It’s important to note that “classic” and “contemporary” aren’t strict categories – a work from 1980 could be considered contemporary or even a “modern classic” – but the debate uses these terms to highlight different benefits each offers. In practice, WACE students are encouraged to read both. As one educator points out, the goal is “to celebrate both our differences and our similarities” through books that act as mirrors and windows on diverse experiences[5]. Classics are often the common window into our cultural heritage, while contemporary stories provide mirrors that reflect students’ own lives and concerns.

The Case for Classic Literature

Depth of Language and Complexity. Classic texts typically use rich, literary language and complex narrative styles. This might mean challenging vocabulary and longer sentences, but overcoming that challenge has real benefits. For example, a school bulletin notes that classics “expand our vocabulary, improve our writing skills, and increase our knowledge about history and culture”[6].

The same article cites a Michigan State University study which found that reading classics stimulates multiple brain regions – the kind of “deep reading” that boosts comprehension and reasoning[7].

In fact, literacy researchers have shown that reading any fiction (classic or modern) forces the brain into deep reading – involving reflection, inference and empathy – and over time actually restructures neural pathways to increase our capacity to analyse and understand[2].

Cultural Literacy and Historical Perspective. Classic works often place readers in a different time and culture. They are a kind of living history: through them, students glimpse social norms, attitudes and events of the past. For example, reading Jane Austen or Dickens gives insight into 19th‑century England and its class structures, while Shakespeare reveals Elizabethan ideas about power and love. Educators argue that this cultural literacy is important: by reading canonical classics, a student “joins the collective consciousness” of society, gaining knowledge about history and heritage[8]. A degree‑project study notes that classic literature allows students to participate in deeper, more meaningful conversations because it connects them to the world and to their cultural heritage[8]. Similarly, classics often embed moral questions that remain stable across time – issues of justice, human nature, love or honour – providing values that have been “tested and appreciated throughout history”[9].

Nuanced Themes and Interpretations. Because classics have been read and studied for so long, they tend to reward careful, multiple readings. Most classic texts invite interpretive complexity – layers of theme and symbolism that each generation of readers can reconsider. As one literature scholar puts it, educationally worthwhile works should “convey stable values in ways that exemplify the complexity of how these values may be redefined, reinterpreted and rediscovered across generations”[9]. In practice, that means a classic novel or play often means different things to different readers – an essayist today might find new relevance in Animal Farm, for example, in ways George Orwell himself might not have imagined. This complexity is exactly what WACE literary analysis looks for. A student trained on classics learns to read “between the lines”, think critically about hidden meanings and to appreciate subtle themes. The depth of character and scene in classics “force you to think of nuance”[10] – a skill that pays off in essays and exams.

Building Academic Skills. Reading classics builds discipline and analytical skills. They usually require sustained focus – they don’t have the instant gratification of a quick young-adult read. This develops concentration and patience. One writer notes that because most classics are longer, they strengthen your ability to focus attention over extended passages[11]. Moreover, knowledge of classics prevents feeling lost when encountering literary allusions. Not knowing the references in Hamlet or The Great Gatsby can make current texts feel confusing. Literary references show up everywhere (in modern novels, film and even pop culture), so a background in classics widens your “literary map”. For example, reading classics lets you catch allusions and metaphors that might otherwise go over your head[12].

Civic and Ethical Insights. Many classic novels tackle big questions about society. They often depict historical struggles – revolutions, social injustice, colonialism – with depth. Engaging with these narratives gives perspective on today’s world. As one educator argues, understanding how people of the past addressed challenges can illuminate modern issues: “history repeats itself,” and classics help us see how earlier generations dealt with poverty, war, race or gender roles[13].

In class, this supports the WACE Context course (Units 1/2), which asks students to link texts to broader social issues.

By tackling age‑old ethical dilemmas in classics, students train their own “ethical imagination.” As an academic summary puts it, reading diverse literature – including canonical texts – advances capacities like democratic citizenship and empathy[14]. Even when a text contains uncomfortable attitudes by today’s standards, discussing those issues can develop critical thinking and moral judgment.

In short, classics offer intellectual rigour and a bridge to the past. They challenge readers. While not every student will enjoy Don Quixote or Moby-Dick, completing a demanding classic brings a sense of achievement (as one fan enthuses, finishing War and Peace is “a dopamine festival” of accomplishment[15]!). Teachers appreciate classics for the way they cultivate a sophisticated, discerning reader. As one advocate puts it, classics “cultivate well‑read, discerning readers who grasp metaphorical insights owing to their depth and rich language”[16]. This depth is a strong foundation for senior English, where analysis and textual comprehension are key.

However, no one pretends that classic literature is easy or always relatable. Some classics can feel distant or irrelevant, especially for teens. The language can be archaic. And many classics were written by men of a particular class and era, meaning diverse voices may be missing[8][5]. These factors can make readers frustrated if they only read classics. This is one reason why contemporary literature is equally important in the curriculum.

The Case for Contemporary Literature

Relevance and Engagement. Contemporary novels and plays often address themes that today’s students directly care about – identity, technology, social media, race, gender, sexuality, mental health and more. Because they feature modern settings or current issues, they can be immediately engaging. As one teacher notes, young people prefer reading “things that let them know they are not alone, that other people endure the same issues”[17]. For example, a contemporary YA novel might portray a high‑school student dealing with anxiety, or a refugee family, or climate activism. Students can see themselves in these stories, which sparks discussion and empathy.

This “mirror” effect is vital. Experts like Rudine Sims Bishop emphasise that children need books as both mirrors (reflecting their own lives) and windows (showing others’ worlds)[5]. Contemporary literature usually provides more mirrors for today’s diverse classrooms. AYA scholar Stearns-Pfeiffer notes that including Young Adult Literature (a subset of contemporary lit) in class “builds empathy, engagement, and empowerment”[18]. In other words, when students read about characters like themselves or facing similar struggles, they become more emotionally invested. The texts feel meaningful rather than abstract.

For students who might find classics boring or irrelevant, a modern story can ignite a love of reading that spills over into all literature.

One high-school writer reflects that classics like Dickens initially felt “super un-relatable”, but also realised that human problems (love, poverty, family) turn out to be timeless[19]. Yet she also admires how some classics contain themes that still “resonate” for her personally[20]. The key is to have both mirror-type texts (modern) and window-type texts (historical) in the reading mix.

Accessible Language and Style. Contemporary books generally use modern English, slang, and narratives that feel fast-paced. They are often easier to comprehend on a first reading. This allows students to focus on themes and analysis rather than decoding archaic wording. Teaching them is often more straightforward: less class time is spent laboriously explaining every difficult word, and more on discussing plot and ideas[21]. For exam preparation, a confident reading of a modern text can build momentum. Students may discover they are good readers after all, once they pick up something written in clear contemporary prose. This can boost confidence that carries back to more challenging classics.

Diverse Perspectives. Perhaps the biggest strength of contemporary literature is representation. Modern authors include a vast array of backgrounds and experiences: writers of colour, Indigenous authors, women, LGBTQ+ writers, authors from different countries, etc. This diversity matters for cultural inclusivity. As diversity‐advocacy expert Rudine Sims Bishop said, students need books that act as mirrors and windows so they can “understand each other better”[5]. Including contemporary texts written by underrepresented voices ensures that a student from any background can see themselves in a story. For instance, Indigenous Australian authors or contemporary African stories bring perspectives missing in the old canon. This representation can make literature feel more relevant and fair. Researchers and teachers note that when students only see “books about white people”, interest wanes[22][5]. Therefore, a contemporary curriculum helps engage students of all cultures and keeps literature meaningful.

Current Issues and Skills. Contemporary texts often directly comment on social or political issues, which can sharpen students’ critical awareness. For example, novels like The Hate U Give (speaking about racial justice) or Speak (teen trauma) let students practice literary analysis on relevant topics. Discussing how a modern author addresses an issue can be easier for students than deciphering a 19th-century context. These books also model writing forms and strategies that resonate with modern audiences (such as first-person narrative, modern dialogue, and social media excerpts), giving students insights into contemporary literary techniques.

However, teachers caution that contemporary literature is not inherently easier or “less literary.” Many contemporary novels have complex plots and themes, too – they simply wrap them in current language. A well-chosen modern text can challenge students just as much. And beyond pedagogy, every engaging story counts: ultimately, any fiction reading activates the brain’s empathetic and analytical faculties[1][2].

What Research and Experts Say

The debate isn’t just about opinion – educational research provides guidance on reading choices. A major international study analysed over 250,000 high-school students in 35 countries (the OECD’s PISA) and found a pronounced “fiction effect”: students who frequently read fictional stories scored higher in reading tests than their peers, regardless of whether that fiction was classic or modern[1]. In fact, reading newspapers, nonfiction, or comics did not show this benefit.

This suggests that the key is fictional narrative itself, and that encouraging teens to read novels (of any era) is especially beneficial for literacy[1].

Researchers note this could be particularly powerful for groups that struggle in reading (e.g. boys from disadvantaged backgrounds)[23].

Literacy experts also highlight the “deep reading” advantages of fiction. Maryanne Wolf’s concept of the “fiction effect” shows that reading novels – whether classic or contemporary – engages higher-order thinking. Tasks like making inferences, staying attentive through a narrative, and empathising with characters actually restructure the brain for better analysis and reasoning[2]. Over time, regular deep reading in English classes can raise academic achievement. Importantly, studies suggest it is not which fiction a student reads, but that they read it eagerly. Classroom guidance now recommends selecting any fiction that students will enjoy, to foster this effect[24].

Educator commentary also stresses a blended approach. For example, a Michigan English teacher notes that while she values the canon of classics, she also finds modern books invaluable for meeting diverse student needs. She aims to “strike a balance between the classics and multicultural texts” in her senior classes, introducing authors like Lahiri or Coates alongside Austen and Shakespeare[25]. Many curriculum specialists advise that a variety in the syllabus keeps students engaged and better prepares them for comparison tasks in exams (where they often compare a classic and a modern text).

Critics of an all-classics curriculum point out valid concerns: English teachers report students complaining about a lack of representation or “boredom” when a syllabus is too traditional[26]. Conversely, they also find some teachers uneasy about only assigning “dead white guys” with no context for different experiences[27]. The consensus among experts is that neither extreme is ideal. Instead, including diverse voices through contemporary works alongside chosen classics develops empathy and social awareness, while still teaching the literary canon’s foundational texts.

Research also shows how contemporary stories can handle mature issues responsibly. As one source notes, new books sometimes face censorship, yet they tackle “the same elements as classics” (such as racial themes in Huckleberry Finn) but in terms students understand today[27]. Experts, therefore, encourage teachers to guide students thoughtfully through both old and new books, using the curriculum as a toolkit rather than a strict list of titles.

Balancing Both for Senior Years Reading

The WACE English Literature course (Units 1–4) values both literary depth and personal response. In senior years, students might study one or two in‑depth texts, often pairing a novel with a play or poetry collection, plus comparative essays. To prepare, Year 10–11 readers should adopt a balanced reading strategy:

• Alternate Genres and Eras. Try mixing your reading list. For instance, after finishing a Victorian novel, follow with a contemporary short story or YA novel. This keeps reading fresh and shows contrasts in style. One good strategy is pairing thematically similar books across time – reading The Handmaid’s Tale (modern dystopia) and 1984 (classic dystopia), for example, to compare how different eras imagined oppression.

• Use Summary Guides (cautiously!). If a classic’s language is a barrier, use reputable summaries or modern-language editions to get the gist first. This can make the actual text more approachable. Online study guides for classics (e.g. for Romeo and Juliet or Macbeth) can clarify plot and context. (But remember: do all your own analysis in essays!)

• Join Discussions or Clubs. Talking about books helps engagement. Many schools and libraries run literature circles. In Year 11, you might form a small book club with peers – you could choose one classic and one new book each term, then debate them together. Hearing classmates’ opinions can make even dry chapters interesting and keep you reading.

• Relate to Self and Context. When reading a classic, pause to connect it to something in your own life or history. For example, if a novel deals with family expectations (like Austen’s Pride and Prejudice), think: “How does that mirror my own experience of growing up?” This mindset aligns with WACE’s emphasis on personal response. For contemporary books, identify what makes a character’s situation similar or different from your own. Reflective journaling can help: a teacher might suggest writing a short note after each reading session about what you felt or questioned.

• Plan Time for Reading. During Years 11 and 12, the workload grows. Schedule weekly time for pleasure reading, not just studying texts. Perhaps set a goal like 20–30 minutes of reading a novel (classic or modern) each evening. A consistent habit will accumulate by exam time.

• Leverage School Resources. Ask your English teacher for recommendations. They know the WACE focus: they can suggest classics that tie into the syllabus or new books that illustrate similar themes (e.g. a 21st-century novel about colonialism if you’re studying Things Fall Apart). Teachers often have “supplementary” lists of books related to current studies. The school library may also have student‑friendly editions of classics or YA novels on exam topics.

• Connect to Units 3 & 4 Work. In U3/U4 WACE Literature, students do a Comparative and a Context essay. Reading widely now builds examples. If you read a lot of both classic and modern texts, you can point out influences (how a modern writer might echo Shakespearean themes, for example) or contrasts. Cultivating this knowledge helps enormously in exams. The more you read, the more evidence you have to draw on when writing about literature.

Ultimately, think of your reading journey as stocking a literary toolbox. Classic texts give you hammers and nails – the core tools of analysis and cultural knowledge that every graduate should own. Contemporary texts add the latest gadgets – new perspectives, relatable scenes and voices that expand how you see the world. Both are needed.