This study aims to describe the inner logic of domain of literature in 2015 revised Korean language curriculum by comparing that of 2009 revised (2012 notified). For this aim, I surveyed the background of disappeared achievement standards and newly organized achievement standards on the basis of visible existence. I could confirm that the continuity of Korean Language arts curriculum has been steadily pursued . Also, this study found out the structure of hierarchy of achievement standards of literature domain. And this study defined the place where individual achievement standards is oriented from two aspects. One is that it emphasizes the universality of literature as language activity, the other is that it try to actualization of totality of literary activity. On the basis of these discussions, this study suggested three problems ; the problem of setting attitude category, the problem of mechanical distribution of achievement standards across the domain of Korean language arts curriculum, the problem of the imbalance of individual achievement standards across the domain.