This dissertation is a quasi-experimental quantitative study that aims at improving the skills of a group of english as a foreign language learners of reading, responding to, anad arguing about literature. The treatment included a series of mini-lessons that focused on making intertextual connections, strategic reading, contextualizing interpretations, critical thinking through graphic organizers, text annotation and close reading, self-driected learning through gradual release of responsibility, small group thematic discussions, use of literary critical theories, documentation and articulation of evidence, reader response to texts. This instructional model is grounded on the following models:
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