In Elizabeth A. Dagrosa Harris' high school English classroom, the writing assignment that inspires the most dread in her students is the literary criticism paper, a common assessment usually assigned in the second semester of the British literature curriculum. This assignment is grounded in solid and time-tested standards that describe research and writing skills, as well as those that focus on critical reading. Years of development with curricular and, in many cases, districtwide teams have developed department and schoolwide instruments and processes that effectively facilitate and measure students' demonstration of those skills. Beyond the immediately measurable results, however, is a significant opportunity for students to self-actualize through a research process that incorporates collaborative work and inquiry-based research. When she first introduced the assignment and describe the requirements of this paper, she scanned the room and see the apprehension on some students' faces. This article explains how effective and meaningful literary research combines concrete, measurable research skills with authentic inquiry and dialogue among peers as students not only complete high-quality discovery and exposition but also actualize themselves as learners.