This essay analyzes Enclave, discusses the different outcomes of using an intrinsic or an extrinsic approach and argues that there is a lack of aesthetic objectives in the English syllabus in Swedish upper secondary school. Initially it introduces the novel Enclave and states what kind of syllabus Sweden utilizes and what the syllabus' goals are for the students. Secondly, it acknowledges the relationship between the two approaches recognizing a debate and the fact that an intrinsic approach has been ignored by schools and scholars in England. In this context it includes the relationship the English subject in Sweden has with literature. Furthermore, the essay provides thorough definitions of the intrinsic and extrinsic approaches which are used to analyze Enclave. Finally, it concludes that it is more difficult to relate the intrinsic approach to the syllabus because of its lack of aesthetic values in the content of communication, reception, production and interaction objectives. The results yielded were similar in that both required intensive reading but an aesthetic experience only occurred with the intrinsic approach done to Enclave.