Extensive Reading (ER) is widely recognized for enhancing language acquisition, but its impact on creative writing and discourse agency remains underexplored. This study investigates how ER shapes storytelling, discourse patterns, and identity construction in an EFL Creative Writing course. Using Critical Discourse Analysis, it examines how ER influences students’ narrative structures, lexical choices, and gender representations in short stories. Students read ER texts before writing their own narratives, allowing for an analysis of intertextuality, discourse adaptation, and creative agency. Data is being collected from 6th- and 8th-semester university students, who began writing in February 2025. Preliminary findings suggest diverse discourse adaptation strategies, including intertextual borrowing, narrative transformation, and shifts in identity representation. The study explores how ER shapes students’ portrayals of social identities, including gendered discourse. Findings will provide insights into how ER fosters textual creativity, discourse awareness, and critical engagement, offering strategies for writing curricula integration.