This paper articulates a framework for the development and integration of three instructional strategies--discussion, reading and learning from text guides, and writing--to teach secondary school students how to produce independent and productive responses to literature. An explanation of the need for and rationale behind an integrated approach is presented first, followed by a series of developmental strategies for moving from a teacher directed to a student initiated method of responding to literature. The article proposes a five-phase instructional process for integrating these strategies, and demonstrates how discussion, guides, and writing fit into the five-phase instructional approach by providing concrete examples drawn from specific literary works. The paper advocates the integration of instructional methods and processes to form a model for developing independent student responses to literature. (Two figures are included; 19 references are attached.) (PRA)