The aim of this study is to recognize the effect of applying the stylistic approach to the analysis of literary texts on the 11" Grade, To achieve the aim of the study, the researcher designed a list of Stylistic Approach skills to analyze the texts, a guide for teaching the curriculum of the literary stylistic analysis of texts, and an achievement test for measuring students skills in the analysis of literary. After confirming the validity of the study tools, the researcher applied the study on the study sample experimental group which consisted of (30) female students. After making the necessary statistical analyses, the researcher came out with the following results: 1- There are statistical differences at the Significance Level (as 0,05) between the average scores of the experimental group students and control group students in the post application for the Literary Texts Analysis Skills Achievement Test. The difference was in favor of the experimental group students who studied the literary texts by using the stylistic approach. 2- There were statistical differences at significance level (a between the average scores of the experimental group students and control group students in the post application of the detailed skills for the Literary Texts Analysis Skills Achievement Test. The difference was in favor of the experimental group students who studied the literary texts by using the stylistic approach. 3- There was an increase in the effectiveness of the stylistic approach in enhancing the skill of analyzing literary texts. The effect Size was (0,55) which equals (55%). This effect percentage is considered high and reflects the practical significance of applying the Stylistic Approach in analyzing the literary texts. In the light of the study findings, the researcher recommends paying attention to the literary texts analysis skill, specifying the appropriate linguistic skills to the literary analysis and building on them in teaching the literary texts. Additionally, in-services training courses should be given to Arabic language teachers in linguistic analysis using the stylistic approach. Moreover, curriculum designers should consider literary texts analysis skill when choosing text and making assessment activities and well as increasing the number of lessons for teaching artistic texts. For further research, the researcher also recommends studying the effectiveness of a suggested program to teach post basic teachers the analyzing skills using the stylistic approach and a diagnostic study for the difficulties that face students when analyzing artistic texts.