Many college students fall into the habit of coming to class unprepared, without having read assigned texts, or having read partially and superficially. As a consequence, they may take a passive stance, discussion can fall flat, and learning can be diminished. This article describes an instructional strategy for engaging students as active learners in preparing for class discussion and in the discussion itself. Using a modification of the literature circle model originated by Daniels (2002) and adapted for college learners by Larson, Young, & Leipham (2011a), the author describes a procedure in which students read, use organizing templates to write about their reading, and then draw on that writing for small-group and finally whole-class discussion. Grounded in research on active learning, reading compliance, and reading and writing to learn, the strategy presented here is a way to achieve higher quality discussion, and therefore deeper learning.