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This teacher-research study investigates students’ enactment of disciplinary literacies in a diverse, urban public high school English classroom focused on interpreting literature, theory, and criticism. Data include student writing, transcripts of class discussions, and curricular materials from five sections of a year-long course. Findings suggest that students enacted disciplinary literacies in empowered and socially just ways. This study adds to ideas about teacher-research, disciplinary literacies, the teaching of literature, and social justice pedagogies.