Although the updating of the core objectives and final qualifications for Dutch is still in full swing, we can state with certainty on the basis of the starting memorandum of SLO (2021) and the advisory documents of Curriculum.nu (2019) and the Mastership Team of Dutch (2021) that more attention is paid to meaningful content and cohesion between the various components of the profession. In Dutch lessons, pupils must be trained to become language-skilled citizens and to acquire insights about language, (digital) communication and literature. Relevant in this respect is the recent didactic research into the way in which students can gain insights about literature by reasoning from a literary perspective. Students reason on the basis of literary texts, (non-literary) sources and their existing knowledge and ideas. The literary texts and non-literary sources reinforce each other and students call on various skills to ultimately gain insight into literature and the functioning of language, about themselves and the world around them. In this article we show how the acquisition of insights through reasoning can be stimulated in literature education and how it can promote coherence in the subject.