This thesis aims at defining literary appreciation criteria which are supposed to be available in grade ten's poetic textbooks and the questions set the exa and whether those questions are in conformity with the criteria or differ with them, then puts forward a suggested concept as poetic questions should be. To realize this, a list including all the poetic criteria supposed to be found in Grade Ten poetic texts was established, this comprised criteria concerned with sensational experience, intellectual and stylistic experiences that were submitted to a group of arbitrators to verify their reality, Hence an analytic label was derived and accordingly Grade Ten's poetic questions were analyzed. The thesis brought forth the following results: 1- Limitations of thirty one literary appreciation criteria divided into three domains. a. Sensational appreciation experience domain which combines six criteria. b. Intellectual appreciation experience domain that combines eleven criteria. c. Stylistic appreciation experience domain and it included fourteen criteria 2- A little of consideration given to poetic questions based on Grade Ten's textbooks for literary appreciation; these type of questions, which dealt with it were about (64) questions that constituted (52%) of the supposed number of questions, 3- To form a suggested conception for the poetic questions from the textbooks in the light of this. In the light of the previous conclusions, the research recommends making use of the literary appreciation criteria which the present thesis has achieved in dealing with the aspects of inadequacy of Grade Ten's textbooks questions when they are being advanced. The students should be given an opportunity to express their opinions concerning criticism of the text and to discuss their ideas or saying emotion. The thesis also suggests to conduct a group of researchers, one of which should be to create a program to increase literary appreciation skills in Grade Ten students in General Education using the criteria the thesis has achieved.