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Now a days, it is the rule of the day to harbor though an ocean of knowledge economy spearheaded by literary culture, especially in the twenty first century. Indeed, it was perused today than ever before, to look for literary culture chartering the realm in an age of information society. Hence, Speaking about literary culture is not an entire issue left alone to blossom the audiences of ‘Literary culture’. Rather, ‘Literary culture’ underwrites the bulwark of the world of sciences.
Taye Assefa & Shiferaw Bekele, under their study under the title ‘The Study of Amharic Literature: An Overview” appeared on journal of Ethiopian Studies (November 2000), remarked that it is not a matter of coincidence to have a cursory insertion of ‘literature review’ under the entire MA and Phd theses submitted in our higher educational institutions. Rather we can see that literary culture implicitly lurks behind the argumentative sciences. In short, one can underscore that, there is no scholarship without ‘literary culture’.Perhaps, Inspite of the universe is led by robust knowledge economy, the domestic assessment reveals some worrisome records of immature, stunted, and marginalized literary industry. That is the attention we give for the literary culture overlooked its contribution for rest component of knowledge economy.
Research on literary culture informed as that much of the attempt for authorship development was far from reinforcement, all the way from inception to maturity. It is clear to grasp that we don’t see an accomplished novelist or poet, as per the author’s biological process. Some body may mature with his writing skill quite apace of his youth stage. To our dismay, the rest of authors may die with a stunted, if not dwarfed, skill of creative art.
To unravel authorship development, from inception side, we can argue that sufficient attention were not given in a way of shaping young authors. Askale Manaye, in her MA Thesis entitled ‘temariwoche lemitsefuachew dersetoch bememheran Yemisetu melashoch Yetemariwochen derset yemetsaf chelota bemashashal reged yalachew tetseeno’ to mean ‘Impact assessment of Teachers feedback for students exercise of authorship’, forwarded that teachers feedback doesn’t shape up the requisite skills of authorship. Whereas the argument is valid enough in registering the unsatisfactory learning process under the subject of Amharic language. Ironically enough, what worry us is the fact that the school system doesn’t even make up the best authors molded through teachers. Even in a very typical places of Bahir Dar whose remarkably identified to bore several iconic authors such as Haddis Alemayehu– the author of the dime novel ‘fikir eske mekabir’ (to mean ‘love upto the Grave’). Metaphorically speaking, knocking the cemeteries of Hadis and his burial body could be embarrassed, had he ever been alive to see the worrisome record of inability to meaningfully nurture ‘authorship development throughout the school system’. Precisely, to our dismay, the existing authors of creative writing are self made; whereas the social system in our case, the education curricula, doesn’t interplay towards nourishing the creative authorship.
On the other hand, the late professor on Amharic literature, Yonas Admassie,in his article dubbed as, ‘On the state of Amharic Literary Scholarship’, which appeared on the Journal of Ethiopian Studies –June 2001, underscored the scholarly focus on the then existing novels were  underemphasized. Dr. Yonas expounded that the dearth of literary works are understudied, by way of stressing the insufficient scholarship over the literary work published throughout the nation. Perhaps, the insufficiency of scholarship will leave the literary culture quite unaddressed with all its pitfalls. As in any spheres of social sciences, the discourses of scholarship on literary works reap the culture of critique. Unquestionably the more afloat critique, the better incentive will be alluded for nourishing literary culture.
In a nutshell, one can safely conclude from the aforementioned justified predicament of authorship crisis, initiating literary awards of HoHe sorts is coterminous with delving towards bearing collective responsibility by Social actor. Above all, the impact of launching reinforcement project for local authors of various genres, undoubtedly spills to the entire social system. By its virtue, the scheme of HoHe award, perhaps along with its component programs, charters the way for engaging the community for robust literary culture. Proto-typically, it is inherently social rather than remaining with brainchild of groups of personalities, which merely guarantees the way of actualizing themselves.

This article is contributed by HOHE Award. HOHE Award is organized by Northeast events to promote creative writing and reading culture in Ethiopia. Besides to the main annual literary award, there are different events and trainings that run throughout the year with the main aim of promoting creative writing and reading among the general population and children in particular