It has been argued that for novice students to acquire a full understanding of scientific texts, they also need to pursue a recurrent construction of their comprehension of scientific concepts. The course dossier method has students examine concepts in multiple passes: (a) through reflective writing on text before it is considered in the classroom, (b) in a one-page essay at the end of the week, and (c) through a final essay at the end of the term. Students are encouraged to relate to the text in their reflective writing and critiques in the manner of a hermeneutical circle. Students are further scaffolded in writing their final essay by the use of student reviewers. This study explored how students in a humanities course perceived and accomplished the course dossier method. It was found that students' understanding of concepts improved as the course progressed.