A literature department's revised reading list emerged through several distinct stages. Faculty first audited which periods and genres the old list omitted. They then solicited candidate works and gathered teaching reports from courses that had already used them. A committee constructed a provisional sequence of texts, balancing historical development with thematic links. After a year-long pilot, instructors reported that two works required more context than the course allowed. The committee replaced those works and formally adopted the revised list. Student activism prompted the audit, but selection and ordering occurred through the later review process.