There has been an inevitable, urgent need to study in the class room traditional elements of comparative literature and cultural studies. In the second half of the twentieth century, the teaching of literature was exclusively on cultural studies and various reader-centered approaches. Comparative literature attended to postcolonial studies, and set a classic model for studies of meetings between dominant and nondominant cultures and for debates about the impact of national literature cannons. The scholarly theories are transferred into class room practice. The learning to read literature and learning to do critical cultural analysis has to be put on a continuum on the basis of constructive, active and multilayered approach to teach literature in cultural contexts. So the concept of genre is therefore a convenient heuristic pattern of communication that appear in all cultures. This paper focuses broadly on teaching, learning of literature and cultural studies both as necessary activities. The paper also emphasizes on the activity of how to read texts of comparative literature with critical cultural studies.