One of the main issues often discussed among academics is how to encourage active participation by students during classroom discussions. This applies particularly to students at the tertiary level who are expected to possess creative and critical thinking skills. Hence, this paper reports on a study that examined how these skills were demonstrated by a group of university students who employed intertextual links during a follow-up reading activity involving small-group text discussions. Thirty undergraduates who were in their fifth semester of a TESL degree programme were prescribed reading texts consisting of two chapters taken from a book. Findings reveal that intertextual links made during text discussions created successfully a "collaborative environment" where beliefs and values were shared judicially among participants. Pedagogical implications for ESL classroom practice include heightening the awareness amongst academics and students of the role of intertextuality in order to promote students' use of their critical and creative thinking skills in a supportive classroom environment.