The present paper aims, first, at analysing how and why parliamentary debates are transformed into newspaper articles with a narrative-like format; and, second, at proposing a model for integrating this kind of material and analysis into a literacy-based language teaching programme. The examined data consist of Greek parliamentary proceedings and newspaper articles on parliamentary debates. Based on the critical discourse analysis framework and the social constructionist paradigm, the paper supports the claim that the linguistic construction of social events in the press aims at creating and/or maintaining a bond between the newspapers and the readers sharing the same political and ideological standpoints. In this context, it is suggested that getting familiar with the linguistic resources and discourse practices used in parliamentary and media discourse is crucial for developing a critical awareness of these genres. Finally, specific tasks are proposed aiming at reinforcing students’ critical awareness of newspaper articles on parliamentary debates.