The importance of critical thinking is championed in education, but it is also acknowledged that developing critical thinking is challenging particularly in a context like Malaysia where being critical often comes with negative connotations. This article details an attempt to develop reflective critical thinking in the discipline-specific study of Literature in English for undergraduates and practicing English as a Second Language (ESL) educators in Malaysia. A total of 32 participants attended workshops based on a created-creator module developed by the researchers. Participants went through three dimensions: exploring personal experiences, exploring author intention and exploring personal response to texts. Analysed as a case study, the module proved successful in developing initial responses to a level where participants could choose to accept or challenge identified sources of influence. This article presents empirical evidence that operationalises discipline-specific knowledge and extends critical thinking in reader response for Literature as a subject.