importance of critical thinking in academic writing

Academic Writing: Critical Thinking & Writing

Academic Writing
Planning your writing
Structuring your assignment
Critical Thinking & Writing
Building an argument
Reflective Writing
Summarising, paraphrasing and quoting

Critical Thinking

One of the most important features of studying at university is the expectation that you will engage in thinking critically about your subject area.

Critical thinking involves asking meaningful questions concerning the information, ideas, beliefs, and arguments that you will encounter. It requires you to approach your studies with a curious, open mind, discard preconceptions, and interrogate received knowledge and established practices.

Critical thinking is key to successfully expressing your individuality as an independent learner and thinker in an academic context. It is also a valuable life skill.

Critical thinking enables you to:

Evaluate information, its validity and significance in a particular context.
Analyse and interpret evidence and data in response to a line of enquiry.
Weigh-up alternative explanations and arguments.
Develop your own evidence-based and well-reasoned arguments.
Develop well-informed viewpoints.
Formulate your own independent, justifiable ideas.
Actively engage with the wider scholarship of your academic community.

Writing Critically

Being able to demonstrate and communicate critical thinking in your written assignments through critical writing is key to achieving academic success.

Critical writing can be distinguished from descriptive writing which is concerned with conveying information rather than interrogating information. Understanding the difference between these two styles of academic writing and when to use them is important.

The balance between descriptive writing and critical writing will vary depending on the nature of the assignment and the level of your studies. Some level of descriptive writing is generally necessary to support critical writing. More sophisticated criticality is generally required at higher levels of study with less descriptive content. You will continue to develop your critical writing skills as you progress through your course.

Descriptive Writing and Critical Writing

Descriptive Writing
Critical Writing
Examples of Critical Writing

Descriptive writing demonstrates the knowledge you have of a subject, and your knowledge of what other people say about that subject. Descriptive writing often responds to questions framed as ‘what’ , ‘where’ , ‘who’ and ‘when’ .

Descriptive writing might include the following:

Description of what something is or what it is about (an account, facts, observable features, details): a topic, problem, situation, or context of the subject under discussion.
Description of where it takes place (setting and context), who is involved and when it occurs.
Re-statement or summary of what others say about the topic.
Background facts and information for a discussion.

Description usually comes before critical content so that the reader can understand the topic you are critically engaging with.

Critical writing requires you to apply interpretation, analysis, and evaluation to the descriptions you have provided. Critical writing often responds to questions framed as ‘how’ or ‘why’ . Often, critical writing will require you to build an argument which is supported by evidence.

Some indicators of critical writing are:

Investigation of positive and negative perspectives on ideas
Supporting ideas and arguments with evidence, which might include authoritative sources, data, statistics, research, theories, and quotations
Balanced, unbiased appraisal of arguments and counterarguments/alternative viewpoints
Honest recognition of the limitations of an argument and supporting evidence
Plausible, rational, convincing, and well-reasoned conclusions

Critical writing might include the following:

Applying an idea or theory to different situations or relate theory to practice. Does the idea work/not work in practice? Is there a factor that makes it work/not work? For example: 'Smith's (2008) theory on teamwork is effective in the workplace because it allows a diverse group of people with different skills to work effectively'.
Justifying why a process or policy exists. For example: 'It was necessary for the nurse to check the patient's handover notes because...'
Proposing an alternative approach to view and act on situations. For example: 'By adopting a Freirian approach, we could view the student as a collaborator in our teaching and learning'. Or: 'If we had followed the NMC guidelines we could have made the patient feel calm and relaxed during the consultation'.
Discussion of the strengths and weaknesses of an idea/theory/policy. Why does this idea/theory/policy work? Or why does this idea not work? For example: 'Although Smith's (2008) theory on teamwork is useful for large teams, there are challenges in applying this theory to teams who work remotely'.
Discussion of how the idea links to other ideas in the field (synthesis). For example: 'the user experience of parks can be greatly enhanced by examining Donnelly's (2009) customer service model used in retail’.
Discussion of how the idea compares and contrasts with other ideas/theories. For example: ‘The approach advocated by the NMC differs in comparison because of factor A and factor C’.
Discussion of the ‘’up-to-datedness” and relevance of an idea/theory/policy (its currency). For example: 'although this approach was successful in supporting the local community, Smith's model does not accommodate the needs of a modern global economy'.
Evaluating an idea/theory/policy by providing evidence-informed judgment. For example: 'Therefore, May's delivery model should be discontinued as it has created significant issues for both customers and staff (Ransom, 2018)'.
Creating new perspectives or arguments based on knowledge. For example: 'to create strong and efficient buildings, we will look to the designs provided by nature. The designs of the Sydney Opera House are based on the segments of an orange (Cook, 2019)'.

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Subject Guides

Academic writing: a practical guide

Criticality in academic writing.

Academic writing
The writing process
Academic writing style
Structure & cohesion
Working with evidence
Referencing
Assessment & feedback
Dissertations
Reflective writing
Examination writing
Academic posters
Feedback on Structure and Organisation
Feedback on Argument, Analysis, and Critical Thinking
Feedback on Writing Style and Clarity
Feedback on Referencing and Research
Feedback on Presentation and Proofreading

Being critical is at the heart of academic writing, but what is it and how can you incorporate it into your work?

What is criticality?

What is critical thinking.

Have you ever received feedback in a piece of work saying 'be more critical' or 'not enough critical analysis' but found yourself scratching your head, wondering what that means? Dive into this bitesize workshop to discover what it is and how to do it:

Critical Thinking: What it is and how to do it (bitesize workshop)[YouTube]

University-level work requires both descriptive and critical elements. But what's the difference?

Descriptive

Being descriptive shows what you know about a topic and provides the evidence to support your arguments. It uses simpler processes like remembering , understanding and applying . You might summarise previous research, explain concepts or describe processes.

Being critical pulls evidence together to build your arguments; what does it all mean together? It uses more complex processes: analysing , evaluating and creating . You might make comparisons, consider reasons and implications, justify choices or consider strengths and weaknesses.

Bloom's Taxonomy is a useful tool to consider descriptive and critical processes:

Bloom's Taxonomy [YouTube] | Bloom's Taxonomy [Google Doc]

Find out more about critical thinking:

What is critical writing?

Academic writing requires criticality; it's not enough to just describe or summarise evidence, you also need to analyse and evaluate information and use it to build your own arguments. This is where you show your own thoughts based on the evidence available, so critical writing is really important for higher grades.

Explore the key features of critical writing and see it in practice in some examples:

Introduction to critical writing [Google Slides]

While we need criticality in our writing, it's definitely possible to go further than needed. We’re aiming for that Goldilocks ‘just right’ point between not critical enough and too critical. Find out more:

Critical reading

Criticality isn't just for writing, it is also important to read critically. Reading critically helps you:

evaluative whether sources are suitable for your assignments.
know what you're looking for when reading.
find the information you need quickly.

Critical reading [Interactive tutorial] | Critical reading [Google Doc]

Find out more on our dedicated guides:

Using evidence critically

Academic writing integrates evidence from sources to create your own critical arguments.

We're not looking for a list of summaries of individual sources; ideally, the important evidence should be integrated into a cohesive whole. What does the evidence mean altogether? Of course, a critical argument also needs some critical analysis of this evidence. What does it all mean in terms of your argument?

Find out more about using evidence to build critical arguments in our guide to working with evidence:

importance of critical thinking in academic writing

Critical language

Critical writing is going to require critical language. Different terms will give different nuance to your argument. Others will just keep things interesting! In the document below we go through some examples to help you out:

Assignment titles: critical or descriptive?

Assignment titles contain various words that show where you need to be descriptive and where you need to be critical. Explore some of the most common instructional words:

Descriptive instructional words

define : give the precise meaning

examine : look at carefully; consider different aspects

explain : clearly describe how a process works, why a decision was made, or give other information needed to understand the topic

illustrate : explain and describe using examples

outline : give an overview of the key information, leaving out minor details

Critical instructional words

analyse : break down the information into parts, consider how parts work together

discuss : explain a topic, make comparisons, consider strengths & weaknesses, give reasons, consider implications

evaluate : assess something's worth, value or suitability for a purpose - this often leads to making a choice afterwards

justify : show the reasoning behind a choice, argument or standpoint

synthesise : bring together evidence and information to create a cohesive whole, integrate ideas or issues

CC BY-NC-SA Learnhigher

More guidance on breaking down assignment titles:

<< Previous: Structure & cohesion
Next: Working with evidence >>
Last Updated: Apr 3, 2024 4:02 PM
URL: https://subjectguides.york.ac.uk/academic-writing

Library Guides

Critical thinking and writing: critical writing.

Critical Thinking
Problem Solving
Critical Reading
Critical Writing
Presenting your Sources

Common feedback from lecturers is that students' writing is too descriptive, not showing enough criticality: "too descriptive", "not supported by enough evidence", "unbalanced", "not enough critical analysis". This guide provides the foundations of critical writing along with some useful techniques to assist you in strengthening this skill.

Key features of critical writing

Key features in critical writing include:

Presenting strong supporting evidence and a clear argument that leads to a reasonable conclusion.
Presenting a balanced argument that indicates an unbiased view by evaluating both the evidence that supports your argument as well as the counter-arguments that may show an alternative perspective on the subject.
Refusing to simply accept and agree with other writers - you should show criticality towards other's works and evaluate their arguments, questioning if their supporting evidence holds up, if they show any biases, whether they have considered alternative perspectives, and how their arguments fit into the wider dialogue/debate taking place in their field.
Recognizing the limitations of your evidence, argument and conclusion and therefore indicating where further research is needed.

Structuring Your Writing to Express Criticality

In order to be considered critical, academic writing must go beyond being merely descriptive. Whilst you may have some descriptive writing in your assignments to clarify terms or provide background information, it is important for the majority of your assignment to provide analysis and evaluation.

Description :

Define clearly what you are talking about, introduce a topic.

Analysis literally means to break down an issue into small components to better understand the structure of the problem. However, there is much more to analysis: you may at times need to examine and explain how parts fit into a whole; give reasons; compare and contrast different elements; show your understanding of relationships. Analysis is to much extent context and subject specific.

Here are some possible analytical questions:

What are the constituent elements of something?
How do the elements interact?
What can be grouped together? What does grouping reveal?
How does this compare and contrast with something else?
What are the causes (factors) of something?
What are the implications of something?
How is this influenced by different external areas, such as the economy, society etc (e.g. SWOT, PESTEL analysis)?
Does it happen all the time? When? Where?
What other factors play a role? What is absent/missing?
What other perspectives should we consider?
What if? What are the alternatives?
With analysis you challenge the “received knowledge” and your own your assumptions.

Analysis is different within different disciplines:

Data analysis (filter, cluster…)
Compound analysis (chemistry)
Financial statements analysis
Market analysis (SWOT analysis)
Program analysis (computer science) - the process of automatically analysing the behaviour of computer programs
Policy Analysis (public policy) – The use of statistical data to predict the effects of policy decisions made by governments and agencies
Content analysis (linguistics, literature)
Psychoanalysis – study of the unconscious mind.

Evaluation :

Identify strengths and weaknesses.
Assess the evidence, methodology, argument etc. presented in a source.
Judge the success or failure of something, its implications and/or value.
Draw conclusions from your material, make judgments about it, and relate it to the question asked.
Express "mini-arguments" on the issues your raise and analyse throughout your work. (See box Your Argument.)
Express an overarching argument on the topic of your research. (See Your Argument .)

Tip: Try to include a bit of description, analysis and evaluation in every paragraph. Writing strong paragraphs can help, as it reminds you to conclude each paragraph drawing a conclusion. However, you may also intersperse the analysis with evaluation, within the development of the paragraph.

Your Argument

What is an argument?

Essentially, the aim of an essay (and other forms of academic writing, including dissertations) is to present and defend, with reasons and evidence, an argument relating to a given topic. In the academic context argument means something specific. It is the main claim/view/position/conclusion on a matter, which can be the answer to the essay (or research) question . The development of an argument is closely related to criticality , as in your academic writing you are not supposed to merely describe things; you also need to analyse and draw conclusions.

Tips on devising an argument

Try to think of a clear statement. It may be as simple as trying to prove that a statement in the essay title is right or wrong.
Identify rigorous evidence and logical reasons to back up your argument.
Consider different perspectives and viewpoints, but show why your argument prevails.
Structure your writing in light of your argument: the argument will shape the whole text, which will present a logical and well-structured account of background information, evidence, reasons and discussion to support your argument.
Link and signpost to your argument throughout your work.

Argument or arguments?

Both! Ideally, in your essay you will have an overarching argument (claim) and several mini-arguments, which make points and take positions on the issues you discuss within the paragraphs.

ACADEMIC ARGUMENTATION This help-sheet highlights the differences between everyday and academic argumentation
Argument A useful guide developed by The Writing Center, University of North Carolina at Chapel Hill.

Useful resources

Learning Development, University of Plymouth (2010). Critical Thinking. University of Plymouth . Available from https://www.plymouth.ac.uk/uploads/production/document/path/1/1710/Critical_Thinking.pdf [Accessed 16 January 2020].

Student Learning Development, University of Leicester (no date). Questions to ask about your level of critical writing. University of Leicester . Available from https://www2.le.ac.uk/offices/ld/resources/writing/questions-to-ask/questions-to-ask-about-your-level-of-critical-writing [Accessed 16 January 2020].

Workshop recording

Critical thinking and writing online workshop Recording of a 45-minute online workshop on critical thinking and writing, delivered by one of our Learning Advisers, Dr Laura Niada.

Workshop Slides

Critical Thinking and Writing
<< Previous: Critical Reading
Next: Presenting your Sources >>
Last Updated: May 5, 2023 10:54 AM
URL: https://libguides.westminster.ac.uk/critical-thinking-and-writing

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Schools & departments

Critical thinking

Advice and resources to help you develop your critical voice.

Developing critical thinking skills is essential to your success at University and beyond. We all need to be critical thinkers to help us navigate our way through an information-rich world.

Whatever your discipline, you will engage with a wide variety of sources of information and evidence. You will develop the skills to make judgements about this evidence to form your own views and to present your views clearly.

One of the most common types of feedback received by students is that their work is ‘too descriptive’. This usually means that they have just stated what others have said and have not reflected critically on the material. They have not evaluated the evidence and constructed an argument.

What is critical thinking?

Critical thinking is the art of making clear, reasoned judgements based on interpreting, understanding, applying and synthesising evidence gathered from observation, reading and experimentation. Burns, T., & Sinfield, S. (2016) Essential Study Skills: The Complete Guide to Success at University (4th ed.) London: SAGE, p94.

Being critical does not just mean finding fault. It means assessing evidence from a variety of sources and making reasoned conclusions. As a result of your analysis you may decide that a particular piece of evidence is not robust, or that you disagree with the conclusion, but you should be able to state why you have come to this view and incorporate this into a bigger picture of the literature.

Being critical goes beyond describing what you have heard in lectures or what you have read. It involves synthesising, analysing and evaluating what you have learned to develop your own argument or position.

Critical thinking is important in all subjects and disciplines – in science and engineering, as well as the arts and humanities. The types of evidence used to develop arguments may be very different but the processes and techniques are similar. Critical thinking is required for both undergraduate and postgraduate levels of study.

What, where, when, who, why, how?

Purposeful reading can help with critical thinking because it encourages you to read actively rather than passively. When you read, ask yourself questions about what you are reading and make notes to record your views. Ask questions like:

What is the main point of this paper/ article/ paragraph/ report/ blog?
Who wrote it?
Why was it written?
When was it written?
Has the context changed since it was written?
Is the evidence presented robust?
How did the authors come to their conclusions?
Do you agree with the conclusions?
What does this add to our knowledge?
Why is it useful?

Our web page covering Reading at university includes a handout to help you develop your own critical reading form and a suggested reading notes record sheet. These resources will help you record your thoughts after you read, which will help you to construct your argument.

Reading at university

Developing an argument

Being a university student is about learning how to think, not what to think. Critical thinking shapes your own values and attitudes through a process of deliberating, debating and persuasion. Through developing your critical thinking you can move on from simply disagreeing to constructively assessing alternatives by building on doubts.

There are several key stages involved in developing your ideas and constructing an argument. You might like to use a form to help you think about the features of critical thinking and to break down the stages of developing your argument.

Features of critical thinking (pdf)

Features of critical thinking (Word rtf)

Our webpage on Academic writing includes a useful handout ‘Building an argument as you go’.

Academic writing

You should also consider the language you will use to introduce a range of viewpoints and to evaluate the various sources of evidence. This will help your reader to follow your argument. To get you started, the University of Manchester's Academic Phrasebank has a useful section on Being Critical.

Academic Phrasebank

Developing your critical thinking

Set yourself some tasks to help develop your critical thinking skills. Discuss material presented in lectures or from resource lists with your peers. Set up a critical reading group or use an online discussion forum. Think about a point you would like to make during discussions in tutorials and be prepared to back up your argument with evidence.

For more suggestions:

Developing your critical thinking - ideas (pdf)

Developing your critical thinking - ideas (Word rtf)

Published guides

For further advice and more detailed resources please see the Critical Thinking section of our list of published Study skills guides.

Study skills guides

This article was published on 2024-02-26

Writing to Think: Critical Thinking and the Writing Process

“Writing is thinking on paper.” (Zinsser, 1976, p. vii)

Google the term “critical thinking.” How many hits are there? On the day this tutorial was completed, Google found about 65,100,000 results in 0.56 seconds. That’s an impressive number, and it grows more impressively large every day. That’s because the nation’s educators, business leaders, and political representatives worry about the level of critical thinking skills among today’s students and workers.

What is Critical Thinking?

Simply put, critical thinking is sound thinking. Critical thinkers work to delve beneath the surface of sweeping generalizations, biases, clichés, and other quick observations that characterize ineffective thinking. They are willing to consider points of view different from their own, seek and study evidence and examples, root out sloppy and illogical argument, discern fact from opinion, embrace reason over emotion or preference, and change their minds when confronted with compelling reasons to do so. In sum, critical thinkers are flexible thinkers equipped to become active and effective spouses, parents, friends, consumers, employees, citizens, and leaders. Every area of life, in other words, can be positively affected by strong critical thinking.

Released in January 2011, an important study of college students over four years concluded that by graduation “large numbers [of American undergraduates] didn’t learn the critical thinking, complex reasoning and written communication skills that are widely assumed to be at the core of a college education” (Rimer, 2011, para. 1). The University designs curriculum, creates support programs, and hires faculty to help ensure you won’t be one of the students “[showing]no significant gains in . . . ‘higher order’ thinking skills” (Rimer, 2011, para. 4). One way the University works to help you build those skills is through writing projects.

Writing and Critical Thinking

Say the word “writing” and most people think of a completed publication. But say the word “writing” to writers, and they will likely think of the process of composing. Most writers would agree with novelist E. M. Forster, who wrote, “How can I know what I think until I see what I say?” (Forster, 1927, p. 99). Experienced writers know that the act of writing stimulates thinking.

Inexperienced and experienced writers have very different understandings of composition. Novice writers often make the mistake of believing they have to know what they’re going to write before they can begin writing. They often compose a thesis statement before asking questions or conducting research. In the course of their reading, they might even disregard material that counters their pre-formed ideas. This is not writing; it is recording.

In contrast, experienced writers begin with questions and work to discover many different answers before settling on those that are most convincing. They know that the act of putting words on paper or a computer screen helps them invent thought and content. Rather than trying to express what they already think, they express what the act of writing leads them to think as they put down words. More often than not, in other words, experienced writers write their way into ideas, which they then develop, revise, and refine as they go.

What has this notion of writing to do with critical thinking? Everything.

Consider the steps of the writing process: prewriting, outlining, drafting, revising, editing, seeking feedback, and publishing. These steps are not followed in a determined or strict order; instead, the effective writer knows that as they write, it may be necessary to return to an earlier step. In other words, in the process of revision, a writer may realize that the order of ideas is unclear. A new outline may help that writer re-order details. As they write, the writer considers and reconsiders the effectiveness of the work.

The writing process, then, is not just a mirror image of the thinking process: it is the thinking process. Confronted with a topic, an effective critical thinker/writer

asks questions
seeks answers
evaluates evidence
questions assumptions
tests hypotheses
makes inferences
employs logic
draws conclusions
predicts readers’ responses
creates order
drafts content
seeks others’ responses
weighs feedback
criticizes their own work
revises content and structure
seeks clarity and coherence

Example of Composition as Critical Thinking

“Good writing is fueled by unanswerable questions” (Lane, 1993, p. 15).

Imagine that you have been asked to write about a hero or heroine from history. You must explain what challenges that individual faced and how they conquered them. Now imagine that you decide to write about Rosa Parks and her role in the modern Civil Rights movement. Take a moment and survey what you already know. She refused to get up out of her seat on a bus so a White man could sit in it. She was arrested. As a result, Blacks in Montgomery protested, influencing the Montgomery Bus Boycott. Martin Luther King, Jr. took up leadership of the cause, and ultimately a movement was born.

Is that really all there is to Rosa Parks’s story? What questions might a thoughtful writer ask? Here a few:

Why did Rosa Parks refuse to get up on that particular day?
Was hers a spontaneous or planned act of defiance?
Did she work? Where? Doing what?
Had any other Black person refused to get up for a White person?
What happened to that individual or those individuals?
Why hadn’t that person or those persons received the publicity Parks did?
Was Parks active in Civil Rights before that day?
How did she learn about civil disobedience?

Even just these few questions could lead to potentially rich information.

Factual information would not be enough, however, to satisfy an assignment that asks for an interpretation of that information. The writer’s job for the assignment is to convince the reader that Parks was a heroine; in this way the writer must make an argument and support it. The writer must establish standards of heroic behavior. More questions arise:

What is heroic action?
What are the characteristics of someone who is heroic?
What do heroes value and believe?
What are the consequences of a hero’s actions?
Why do they matter?

Now the writer has even more research and more thinking to do.

By the time they have raised questions and answered them, raised more questions and answered them, and so on, they are ready to begin writing. But even then, new ideas will arise in the course of planning and drafting, inevitably leading the writer to more research and thought, to more composition and refinement.

Ultimately, every step of the way over the course of composing a project, the writer is engaged in critical thinking because the effective writer examines the work as they develop it.

Why Writing to Think Matters

Writing practice builds critical thinking, which empowers people to “take charge of [their] own minds” so they “can take charge of [their] own lives . . . and improve them, bringing them under [their] self command and direction” (Foundation for Critical Thinking, 2020, para. 12). Writing is a way of coming to know and understand the self and the changing world, enabling individuals to make decisions that benefit themselves, others, and society at large. Your knowledge alone – of law, medicine, business, or education, for example – will not be enough to meet future challenges. You will be tested by new unexpected circumstances, and when they arise, the open-mindedness, flexibility, reasoning, discipline, and discernment you have learned through writing practice will help you meet those challenges successfully.

Forster, E.M. (1927). Aspects of the novel . Harcourt, Brace & Company.

The Foundation for Critical Thinking. (2020, June 17). Our concept and definition of critical thinking . https://www.criticalthinking.org/pages/our-concept-of-critical-thinking/411

Lane, B. (1993). After the end: Teaching and learning creative revision . Heinemann.

Rimer, S. (2011, January 18). Study: Many college students not learning to think critically . The Hechinger Report. https://www.mcclatchydc.com/news/nation-world/national/article24608056.html

Zinsser, W. (1976). On writing well: The classic guide to writing nonfiction . HarperCollins.

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3 Critical Thinking in College Writing: From the Personal to the Academic

Gita DasBender

There is something about the term “critical thinking” that makes you draw a blank every time you think about what it means. [1] It seems so fuzzy and abstract that you end up feeling uncomfortable, as though the term is thrust upon you, demanding an intellectual effort that you may not yet have. But you know it requires you to enter a realm of smart, complex ideas that others have written about and that you have to navigate, understand, and interact with just as intelligently. It’s a lot to ask for. It makes you feel like a stranger in a strange land.

As a writing teacher I am accustomed to reading and responding to difficult texts. In fact, I like grappling with texts that have interesting ideas no matter how complicated they are because I understand their value. I have learned through my years of education that what ultimately engages me, keeps me enthralled, is not just grammatically pristine, fluent writing, but writing that forces me to think beyond the page. It is writing where the writer has challenged herself and then offered up that challenge to the reader, like a baton in a relay race. The idea is to run with the baton.

You will often come across critical thinking and analysis as requirements for assignments in writing and upper-level courses in a variety of disciplines. Instructors have varying explanations of what they actually require of you, but, in general, they expect you to respond thoughtfully to texts you have read. The first thing you should remember is not to be afraid of critical thinking. It does not mean that you have to criticize the text, disagree with its premise, or attack the writer simply because you feel you must. Criticism is the process of responding to and evaluating ideas, argument, and style so that readers understand how and why you value these items.

Critical thinking is also a process that is fundamental to all disciplines. While in this essay I refer mainly to critical thinking in composition, the general principles behind critical thinking are strikingly similar in other fields and disciplines. In history, for instance, it could mean examining and analyzing primary sources in order to understand the context in which they were written. In the hard sciences, it usually involves careful reasoning, making judgments and decisions, and problem solving. While critical thinking may be subject-specific, that is to say, it can vary in method and technique depending on the discipline, most of its general principles such as rational thinking, making independent evaluations and judgments, and a healthy skepticism of what is being read, are common to all disciplines. No matter the area of study, the application of critical thinking skills leads to clear and flexible thinking and a better understanding of the subject at hand.

To be a critical thinker you not only have to have an informed opinion about the text but also a thoughtful response to it. There is no doubt that critical thinking is serious thinking, so here are some steps you can take to become a serious thinker and writer.

Attentive Reading: A Foundation for Critical Thinking

A critical thinker is always a good reader because to engage critically with a text you have to read attentively and with an open mind, absorbing new ideas and forming your own as you go along. Let us imagine you are reading an essay by Annie Dillard, a famous essayist, called “Living like Weasels.” Students are drawn to it because the idea of the essay appeals to something personally fundamental to all of us: how to live our lives. It is also a provocative essay that pulls the reader into the argument and forces a reaction, a good criterion for critical thinking.

So let’s say that in reading the essay you encounter a quote that gives you pause. In describing her encounter with a weasel in Hollins Pond, Dillard says, “I would like to learn, or remember, how to live . . . I don’t think I can learn from a wild animal how to live in particular . . . but I might learn something of mindlessness, something of the purity of living in the physical senses and the dignity of living without bias or motive” (220). You may not be familiar with language like this. It seems complicated, and you have to stop ever so often (perhaps after every phrase) to see if you understood what Dillard means. You may ask yourself these questions:

What does “mindlessness” mean in this context?
How can one “learn something of mindlessness?”
What does Dillard mean by “purity of living in the physical senses?”
How can one live “without bias or motive?”

These questions show that you are an attentive reader. Instead of simply glossing over this important passage, you have actually stopped to think about what the writer means and what she expects you to get from it. Here is how I read the quote and try to answer the questions above: Dillard proposes a simple and uncomplicated way of life as she looks to the animal world for inspiration. It is ironic that she admires the quality of “mindlessness” since it is our consciousness, our very capacity to think and reason, which makes us human, which makes us beings of a higher order. Yet, Dillard seems to imply that we need to live instinctually, to be guided by our senses rather than our intellect. Such a “thoughtless” approach to daily living, according to Dillard, would mean that our actions would not be tainted by our biases or motives, our prejudices. We would go back to a primal way of living, like the weasel she observes. It may take you some time to arrive at this understanding on your own, but it is important to stop, reflect, and ask questions of the text whenever you feel stumped by it. Often such questions will be helpful during class discussions and peer review sessions.

Listing Important Ideas

When reading any essay, keep track of all the important points the writer makes by jotting down a list of ideas or quotations in a notebook. This list not only allows you to remember ideas that are central to the writer’s argument, ideas that struck you in some way or the other, but it also you helps you to get a good sense of the whole reading assignment point by point. In reading Annie Dillard’s essay, we come across several points that contribute toward her proposal for better living and that help us get a better understanding of her main argument. Here is a list of some of her ideas that struck me as important:

“The weasel lives in necessity and we live in choice, hating necessity and dying at the last ignobly in its talons” (220).
“And I suspect that for me the way is like the weasel’s: open to time and death painlessly, noticing everything, remembering nothing, choosing the given with a fierce and pointed will” (221).
“We can live any way we want. People take vows of poverty, chastity, and obedience—even of silence—by choice. The thing is to stalk your calling in a certain skilled and supple way, to locate the most tender and live spot and plug into that pulse” (221).
“A weasel doesn’t ‘attack’ anything; a weasel lives as he’s meant to, yielding at every moment to the perfect freedom of single necessity” (221).
“I think it would be well, and proper, and obedient, and pure, to grasp your one necessity and not let it go, to dangle from it limp wherever it takes you” (221).

These quotations give you a cumulative sense of what Dillard is trying to get at in her essay, that is, they lay out the elements with which she builds her argument. She first explains how the weasel lives, what she learns from observing the weasel, and then prescribes a lifestyle she admires—the central concern of her essay.

Noticing Key Terms and Summarizing Important Quotes

Within the list of quotations above are key terms and phrases that are critical to your understanding of the ideal life as Dillard describes it. For instance, “mindlessness,” “instinct,” “perfect freedom of a single necessity,” “stalk your calling,” “choice,” and “fierce and pointed will” are weighty terms and phrases, heavy with meaning, that you need to spend time understanding. You also need to understand the relationship between them and the quotations in which they appear. This is how you might work on each quotation to get a sense of its meaning and then come up with a statement that takes the key terms into account and expresses a general understanding of the text:

Quote 1 : Animals (like the weasel) live in “necessity,” which means that their only goal in life is to survive. They don’t think about how they should live or what choices they should make like humans do. According to Dillard, we like to have options and resist the idea of “necessity.” We fight death—an inevitable force that we have no control over—and yet ultimately surrender to it as it is the necessary end of our lives. Quote 2 : Dillard thinks the weasel’s way of life is the best way to live. It implies a pure and simple approach to life where we do not worry about the passage of time or the approach of death. Like the weasel, we should live life in the moment, intensely experiencing everything but not dwelling on the past. We should accept our condition, what we are “given,” with a “fierce and pointed will.” Perhaps this means that we should pursue our one goal, our one passion in life, with the same single-minded determination and tenacity that we see in the weasel. Quote 3 : As humans, we can choose any lifestyle we want. The trick, however, is to go after our one goal, one passion like a stalker would after a prey. Quote 4 : While we may think that the weasel (or any animal) chooses to attack other animals, it is really only surrendering to the one thing it knows: its need to live. Dillard tells us there is “the perfect freedom” in this desire to survive because to her, the lack of options (the animal has no other option than to fight to survive) is the most liberating of all. Quote 5 : Dillard urges us to latch on to our deepest passion in life (the “one necessity”) with the tenacity of a weasel and not let go. Perhaps she’s telling us how important it is to have an unwavering focus or goal in life.

Writing a Personal Response: Looking Inward

Dillard’s ideas will have certainly provoked a response in your mind, so if you have some clear thoughts about how you feel about the essay this is the time to write them down. As you look at the quotes you have selected and your explanation of their meaning, begin to create your personal response to the essay. You may begin by using some of these strategies:

Tell a story. Has Dillard’s essay reminded you of an experience you have had? Write a story in which you illustrate a point that Dillard makes or hint at an idea that is connected to her essay.
Focus on an idea from Dillard’s essay that is personally important to you. Write down your thoughts about this idea in a first person narrative and explain your perspective on the issue.
If you are uncomfortable writing a personal narrative or using “I” (you should not be), reflect on some of her ideas that seem important and meaningful in general. Why were you struck by these ideas?
Write a short letter to Dillard in which you speak to her about the essay. You may compliment her on some of her ideas by explaining why you like them, ask her a question related to her essay and explain why that question came to you, and genuinely start up a conversation with her.

This stage in critical thinking is important for establishing your relationship with a text. What do I mean by this “relationship,” you may ask? Simply put, it has to do with how you feel about the text. Are you amazed by how true the ideas seem to be, how wise Dillard sounds? Or are you annoyed by Dillard’s let-me-tell-you-how-to-live approach and disturbed by the impractical ideas she so easily prescribes? Do you find Dillard’s voice and style thrilling and engaging or merely confusing? No matter which of the personal response options you select, your initial reaction to the text will help shape your views about it.

Making an Academic Connection: Looking Outward

First year writing courses are designed to teach a range of writing— from the personal to the academic—so that you can learn to express advanced ideas, arguments, concepts, or theories in any discipline. While the example I have been discussing pertains mainly to college writing, the method of analysis and approach to critical thinking I have demonstrated here will serve you well in a variety of disciplines. Since critical thinking and analysis are key elements of the reading and writing you will do in college, it is important to understand how they form a part of academic writing. No matter how intimidating the term “academic writing” may seem (it is, after all, associated with advanced writing and becoming an expert in a field of study), embrace it not as a temporary college requirement but as a habit of mind.

To some, academic writing often implies impersonal writing, writing that is detached, distant, and lacking in personal meaning or relevance. However, this is often not true of the academic writing you will do in a composition class. Here your presence as a writer—your thoughts, experiences, ideas, and therefore who you are—is of much significance to the writing you produce. In fact, it would not be farfetched to say that in a writing class academic writing often begins with personal writing. Let me explain. If critical thinking begins with a personal view of the text, academic writing helps you broaden that view by going beyond the personal to a more universal point of view. In other words, academic writing often has its roots in one’s private opinion or perspective about another writer’s ideas but ultimately goes beyond this opinion to the expression of larger, more abstract ideas. Your personal vision—your core beliefs and general approach to life— will help you arrive at these “larger ideas” or universal propositions that any reader can understand and be enlightened by, if not agree with. In short, academic writing is largely about taking a critical, analytical stance toward a subject in order to arrive at some compelling conclusions.

Let us now think about how you might apply your critical thinking skills to move from a personal reaction to a more formal academic response to Annie Dillard’s essay. The second stage of critical thinking involves textual analysis and requires you to do the following:

Summarize the writer’s ideas the best you can in a brief paragraph. This provides the basis for extended analysis since it contains the central ideas of the piece, the building blocks, so to speak.
Evaluate the most important ideas of the essay by considering their merits or flaws, their worthiness or lack of worthiness. Do not merely agree or disagree with the ideas but explore and explain why you believe they are socially, politically, philosophically, or historically important and relevant, or why you need to question, challenge, or reject them.
Identify gaps or discrepancies in the writer’s argument. Does she contradict herself? If so, explain how this contradiction forces you to think more deeply about her ideas. Or if you are confused, explain what is confusing and why.
Examine the strategies the writer uses to express her ideas. Look particularly at her style, voice, use of figurative language, and the way she structures her essay and organizes her ideas. Do these strategies strengthen or weaken her argument? How?
Include a second text—an essay, a poem, lyrics of a song— whose ideas enhance your reading and analysis of the primary text. This text may help provide evidence by supporting a point you’re making, and further your argument.
Extend the writer’s ideas, develop your own perspective, and propose new ways of thinking about the subject at hand.

Crafting the Essay

Once you have taken notes and developed a thorough understanding of the text, you are on your way to writing a good essay. If you were asked to write an exploratory essay, a personal response to Dillard’s essay would probably suffice. However, an academic writing assignment requires you to be more critical. As counter-intuitive as it may sound, beginning your essay with a personal anecdote often helps to establish your relationship to the text and draw the reader into your writing. It also helps to ease you into the more complex task of textual analysis. Once you begin to analyze Dillard’s ideas, go back to the list of important ideas and quotations you created as you read the essay. After a brief summary, engage with the quotations that are most important, that get to the heart of Dillard’s ideas, and explore their meaning. Textual engagement, a seemingly slippery concept, simply means that you respond directly to some of Dillard’s ideas, examine the value of Dillard’s assertions, and explain why they are worthwhile or why they should be rejected. This should help you to transition into analysis and evaluation. Also, this part of your essay will most clearly reflect your critical thinking abilities as you are expected not only to represent Dillard’s ideas but also to weigh their significance. Your observations about the various points she makes, analysis of conflicting viewpoints or contradictions, and your understanding of her general thesis should now be synthesized into a rich new idea about how we should live our lives. Conclude by explaining this fresh point of view in clear, compelling language and by rearticulating your main argument.

Modeling Good Writing

When I teach a writing class, I often show students samples of really good writing that I’ve collected over the years. I do this for two reasons: first, to show students how another freshman writer understood and responded to an assignment that they are currently working on; and second, to encourage them to succeed as well. I explain that although they may be intimidated by strong, sophisticated writing and feel pressured to perform similarly, it is always helpful to see what it takes to get an A. It also helps to follow a writer’s imagination, to learn how the mind works when confronted with a task involving critical thinking. The following sample is a response to the Annie Dillard essay. Figure 1 includes the entire student essay and my comments are inserted into the text to guide your reading.

Though this student has not included a personal narrative in his essay, his own world-vievvw is clear throughout. His personal point of view, while not expressed in first person statements, is evident from the very beginning. So we could say that a personal response to the text need not always be expressed in experiential or narrative form but may be present as reflection, as it is here. The point is that the writer has traveled through the rough terrain of critical thinking by starting out with his own ruminations on the subject, then by critically analyzing and responding to Dillard’s text, and finally by developing a strongpoint of view of his own about our responsibility as human beings. As readers we are engaged by clear, compelling writing and riveted by critical thinking that produces a movement of ideas that give the essay depth and meaning. The challenge Dillard set forth in her essay has been met and the baton passed along to us.

Building our Lives: The Blueprint Lies Within

We all may ask ourselves many questions, some serious, some less important, in our lifetime. But at some point along the way, we all will take a step back and look at the way we are living our lives, and wonder if we are living them correctly. Unfortunately, there is no solid blueprint for the way to live our lives. Each person is different, feeling different emotions and reacting to different stimuli than the person next to them. Many people search for the true answer on how to live our lives, as if there are secret instructions out there waiting to be found. But the truth is we as a species are given a gift not many other creatures can claim to have: the ability to choose to live as we want, not as we were necessarily designed to. [2] Even so, people look outside of themselves for the answers on how to live, which begs me to ask the question: what is wrong with just living as we are now, built from scratch through our choices and memories? [3]

[Annie Dillard’s essay entitled “Living Like Weasels” is an exploration into the way human beings might live, clearly stating that “We could live any way we want” (Dillard 211). Dillard’s encounter with an ordinary weasel helped her receive insight into the difference between the way human beings live their lives and the way wild animals go about theirs. As a nature writer, Dillard shows us that we can learn a lot about the true way to live by observing nature’s other creations. While we think and debate and calculate each and every move, these creatures just simply act. [4] The thing that keeps human beings from living the purest life possible, like an animal such as the weasel, is the same thing that separates us from all wild animals: our minds. Human beings are creatures of caution, creatures of undeniable fear, never fully living our lives because we are too caught up with avoiding risks. A weasel, on the other hand, is a creature of action and instinct, a creature which lives its life the way it was created to, not questioning his motives, simply striking when the time to strike is right. As Dillard states, “the weasel lives in necessity and we live in choice, hating necessity and dying at the last ignobly in its talons” (Dillard 210). [5]

It is important to note and appreciate the uniqueness of the ideas Dillard presents in this essay because in some ways they are very true. For instance, it is true that humans live lives of caution, with a certain fear that has been built up continually through the years. We are forced to agree with Dillard’s idea that we as humans “might learn something of mindlessness, something of the purity of living in the physical senses and the dignity of living without bias or motive” (Dillard 210). To live freely we need to live our lives with less hesitation, instead of intentionally choosing to not live to the fullest in fear of the consequences of our actions. [6] However, Dillard suggests that we should forsake our ability of thought and choice all together. The human mind is the tool that has allowed a creature with no natural weapons to become the unquestioned dominant species on this plant planet, and though it curbs the spontaneity of our lives, it is not something to be simply thrown away for a chance to live completely “free of bias or motive” (Dillard 210). [7] We are a moral, conscious species, complete with emotions and a firm conscience, and it is the power of our minds that allows us to exist as we do now: with the ability to both think and feel at the same time. It grants us the ability to choose and have choice, to be guided not only by feelings and emotions but also by morals and an understanding of consequence. [8] As such, a human being with the ability to live like a weasel has given up the very thing that makes him human. [9]

Here, the first true flaw of Dillard’s essay comes to light. While it is possible to understand and even respect Dillard’s observations, it should be noted that without thought and choice she would have never been able to construct these notions in the first place. [10] Dillard protests, “I tell you I’ve been in that weasel’s brain for sixty seconds, and he was in mine” (Dillard 210). One cannot cast oneself into the mind of another creature without the intricacy of human thought, and one would not be able to choose to live as said creature does without the power of human choice. In essence, Dillard would not have had the ability to judge the life of another creature if she were to live like a weasel. Weasels do not make judgments; they simply act and react on the basis of instinct. The “mindlessness” that Dillard speaks of would prevent her from having the option to choose her own reactions. Whereas the conscious-‐ thinking Dillard has the ability to see this creature and take the time to stop and examine its life, the “mindless” Dillard would only have the limited options to attack or run away. This is the major fault in the logic of Dillard’s essay, as it would be impossible for her to choose to examine and compare the lives of humans and weasels without the capacity for choice. [11]

Dillard also examines a weasel’s short memory in a positive light and seems to believe that a happier life could be achieved if only we were simple-minded enough to live our lives with absolutely no regret. She claims, “I suspect that for me the way is like the weasel’s: open to time and death painlessly, noticing everything, remembering nothing, choosing the given with a fierce and pointed will” (Dillard 210). In theory, this does sound like a positive value. To be able to live freely without a hint of remembrance as to the results of our choices would be an interesting life, one may even say a care-free life. But at the same time, would we not be denying our responsibility as humans to learn from the mistakes of the past as to not replicate them in the future? [12] Human beings’ ability to remember is almost as important as our ability to choose, because [13] remembering things from the past is the only way we can truly learn from them. History is taught throughout our educational system for a very good reason: so that the generations of the future do not make the mistakes of the past. A human being who chooses to live like a weasel gives up something that once made him very human: the ability to learn from his mistakes to further better himself.

Ultimately, without the ability to choose or recall the past, mankind would be able to more readily take risks without regard for consequences. [14] Dillard views the weasel’s reaction to necessity as an unwavering willingness to take such carefree risks and chances. She states that “it would be well, and proper, and obedient, and pure, to grasp your one necessity and not let it go, to dangle from it limp wherever it takes you” (Dillard 211). Would it then be productive for us to make a wrong choice and be forced to live in it forever, when we as a people have the power to change, to remedy wrongs we’ve made in our lives? [15] What Dillard appears to be recommending is that humans not take many risks, but who is to say that the ability to avoid or escape risks is necessarily a flaw with mankind?

If we had been like the weasel, never wanting, never needing, always “choosing the given with a fierce and pointed will” (Dillard 210), our world would be a completely different place. The United States of America might not exist at this very moment if we had just taken what was given to us, and unwaveringly accepted a life as a colony of Great Britain. But as Cole clearly puts it, “A risk that you assume by actually doing something seems far more risky than a risk you take by not doing something, even though the risk of doing nothing may be greater” (Cole 145). As a unified body of people, we were able to go against that which was expected of us, evaluate the risk in doing so, and move forward with our revolution. The American people used the power of choice, and risk assessment, to make a permanent change in their lives; they used the remembrance of Britain’s unjust deeds to fuel their passion for victory. [16] We as a people chose. We remembered. We distinguished between right and wrong. These are things that a weasel can never do, because a weasel does not have a say in its own life, it only has its instincts and nothing more.

Humans are so unique in the fact that they can dictate the course of their own lives, but many people still choose to search around for the true way to live. What they do not realize is that they have to look no further than themselves. Our power, our weapon, is our ability to have thought and choice, to remember, and to make our own decisions based on our concepts of right and wrong, good and bad. These are the only tools we will ever need to construct the perfect life for ourselves from the ground up. And though it may seem like a nice notion to live a life free of regret, it is our responsibility as creatures and the appointed caretakers of this planet to utilize what was given to us and live our lives as we were meant to, not the life of any other wild animal. [17]

Write about your experiences with critical thinking assignments. What seemed to be the most difficult? What approaches did you try to overcome the difficulty?
Respond to the list of strategies on how to conduct textual analysis. How well do these strategies work for you? Add your own tips to the list.
Evaluate the student essay by noting aspects of critical thinking that are evident to you. How would you grade this essay? What other qualities (or problems) do you notice?

Works Cited

Dillard, Annie. “Living like Weasels.” One Hundred Great Essays . Ed. Robert DiYanni. New York: Longman, 2002. 217–221. Print.

This work is licensed under the Creative Commons AttributionNoncommercial-ShareAlike 3.0 United States License and is subject to the Writing Spaces’ Terms of Use. To view a copy of this license, visit http://creativecommons.org/licenses/by-nc-sa/3.0/us/ or send a letter to Creative Commons, 171 Second Street, Suite 300, San Francisco, California, 94105, USA. To view the Writing Spaces’ Terms of Use, visit http://writingspaces.org/terms-of-use . ↵
Comment : Even as the writer starts with a general introduction, he makes a claim here that is related to Dillard’s essay. ↵
Comment : The student asks what seems like a rhetorical question but it is one he will answer in the rest of his essay. It is also a question that forces the reader to think about a key term from the text— “choices.” ↵
Comment : Student summarizes Dillard’s essay by explaining the ideas of the essay in fresh words. ↵
Comment : Up until this point the student has introduced Dillard’s essay and summarized some of its ideas. In the section that follows, he continues to think critically about Dillard’s ideas and argument. ↵
Comment : This is a strong statement that captures the student’s appreciation of Dillard’s suggestion to live freely but also the ability to recognize why most people cannot live this way. This is a good example of critical thinking. ↵
Comment : Again, the student acknowledges the importance of conscious thought. ↵
Comment : While the student does not include a personal experience in the essay, this section gives us a sense of his personal view of life. Also note how he introduces the term “morals” here to point out the significance of the consequences of our actions. The point is that not only do we need to act but we also need to be aware of the result of our actions. ↵
Comment : Student rejects Dillard’s ideas but only after explaining why it is important to reject them. ↵
Comment : Student dismantles Dillard’s entire premise by telling us how the very act of writing the essay negates her argument. He has not only interpreted the essay but figured out how its premise is logically flawed. ↵
Comment : Once again the student demonstrates why the logic of Dillard’s argument falls short when applied to her own writing. ↵
Comment : This question represents excellent critical thinking. The student acknowledges that theoretically “remembering nothing’ may have some merits but then ponders on the larger socio-‐political problem it presents. ↵
Comment : The student brings two ideas together very smoothly here. ↵
Comment : The writer sums up his argument while once again reminding us of the problem with Dillard’s ideas. ↵
Comment : This is another thoughtful question that makes the reader think along with the writer. ↵
Comment : The student makes a historical reference here that serves as strong evidence for his own argument. ↵
Comment : This final paragraph sums up the writer’s perspective in a thoughtful and mature way. It moves away from Dillard’s argument and establishes the notion of human responsibility, an idea highly worth thinking about. ↵

Critical Thinking in College Writing: From the Personal to the Academic Copyright © 2011 by Gita DasBender is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.

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3.1: Critical Thinking in College Writing - From the Personal to the Academic

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There is something about the term “critical thinking” that makes you draw a blank every time you think about what it means.* It seems so fuzzy and abstract that you end up feeling uncomfortable, as though the term is thrust upon you, demanding an intellectual effort that you may not yet have. But you know it requires you to enter a realm of smart, complex ideas that others have written about and that you have to navigate, understand, and interact with just as intelligently. It’s a lot to ask for. It makes you feel like a stranger in a strange land.

Attentive Reading: A Foundation for Critical Thinking

What does “mindlessness” mean in this context?
How can one “learn something of mindlessness?”
What does Dillard mean by “purity of living in the physical senses?”
How can one live “without bias or motive?”

Listing Important Ideas

“The weasel lives in necessity and we live in choice, hating necessity and dying at the last ignobly in its talons” (220).
“And I suspect that for me the way is like the weasel’s: open to time and death painlessly, noticing everything, remembering nothing, choosing the given with a fierce and pointed will” (221).
“We can live any way we want. People take vows of poverty, chastity, and obedience—even of silence—by choice. The thing is to stalk your calling in a certain skilled and supple way, to locate the most tender and live spot and plug into that pulse” (221).
“A weasel doesn’t ‘attack’ anything; a weasel lives as he’s meant to, yielding at every moment to the perfect freedom of single necessity” (221).
“I think it would be well, and proper, and obedient, and pure, to grasp your one necessity and not let it go, to dangle from it limp wherever it takes you” (221).

Noticing Key Terms and Summarizing Important Quotes

Quote 1: Animals (like the weasel) live in “necessity,” which means that their only goal in life is to survive. They don’t think about how they should live or what choices they should make like humans do. According to Dillard, we like to have options and resist the idea of “necessity.” We fight death—an inevitable force that we have no control over—and yet ultimately surrender to it as it is the necessary end of our lives.

Quote 2: Dillard thinks the weasel’s way of life is the best way to live. It implies a pure and simple approach to life where we do not worry about the passage of time or the approach of death. Like the weasel, we should live life in the moment, intensely experiencing everything but not dwelling on the past. We should accept our condition, what we are “given,” with a “fierce and pointed will.” Perhaps this means that we should pursue our one goal, our one passion in life, with the same single-minded determination and tenacity that we see in the weasel.

Quote 3: As humans, we can choose any lifestyle we want. The trick, however, is to go after our one goal, one passion like a stalker would after a prey.

Quote 4: While we may think that the weasel (or any animal) chooses to attack other animals, it is really only surrendering to the one thing it knows: its need to live. Dillard tells us there is “the perfect freedom” in this desire to survive because to her, the lack of options (the animal has no other option than to fight to survive) is the most liberating of all.

Quote 5: Dillard urges us to latch on to our deepest passion in life (the “one necessity”) with the tenacity of a weasel and not let go. Perhaps she’s telling us how important it is to have an unwavering focus or goal in life.

Writing a Personal Response: Looking Inward

Tell a story. Has Dillard’s essay reminded you of an experience you have had? Write a story in which you illustrate a point that Dillard makes or hint at an idea that is connected to her essay.
Focus on an idea from Dillard’s essay that is personally important to you. Write down your thoughts about this idea in a first person narrative and explain your perspective on the issue.
If you are uncomfortable writing a personal narrative or using “I” (you should not be), reflect on some of her ideas that seem important and meaningful in general. Why were you struck by these ideas?
Write a short letter to Dillard in which you speak to her about the essay. You may compliment her on some of her ideas by explaining why you like them, ask her a question related to her essay and explain why that question came to you, and genuinely start up a conversation with her.

Making an Academic Connection: Looking Outward

Summarize the writer’s ideas the best you can in a brief paragraph. This provides the basis for extended analysis since it contains the central ideas of the piece, the building blocks, so to speak.
Evaluate the most important ideas of the essay by considering their merits or flaws, their worthiness or lack of worthiness. Do not merely agree or disagree with the ideas but explore and explain why you believe they are socially, politically, philosophically, or historically important and relevant, or why you need to question, challenge, or reject them.
Identify gaps or discrepancies in the writer’s argument. Does she contradict herself? If so, explain how this contradiction forces you to think more deeply about her ideas. Or if you are confused, explain what is confusing and why.
Examine the strategies the writer uses to express her ideas. Look particularly at her style, voice, use of figurative language, and the way she structures her essay and organizes her ideas. Do these strategies strengthen or weaken her argument? How?
Include a second text—an essay, a poem, lyrics of a song— whose ideas enhance your reading and analysis of the primary text. This text may help provide evidence by supporting a point you’re making, and further your argument.
Extend the writer’s ideas, develop your own perspective, and propose new ways of thinking about the subject at hand.

Crafting the Essay

Modeling Good Writing

Though this student has not included a personal narrative in his essay, his own world-vievvw is clear throughout. His personal point of view, while not expressed in first person statements, is evident from the very beginning. So we could say that a personal response to the text need not always be expressed in experiential or narrative form but may be present as reflection, as it is here. The point is that the writer has traveled through the rough terrain of critical thinking by starting out with his own ruminations on the subject, then by critically analyzing and responding to Dillard’s text, and finally by developing a strong point of view of his own about our responsibility as human beings. As readers we are engaged by clear, compelling writing and riveted by critical thinking that produces a movement of ideas that give the essay depth and meaning. The challenge Dillard set forth in her essay has been met and the baton passed along to us.

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Write about your experiences with critical thinking assignments. What seemed to be the most difficult? What approaches did you try to overcome the difficulty?
Respond to the list of strategies on how to conduct textual analysis. How well do these strategies work for you? Add your own tips to the list.
Evaluate the student essay by noting aspects of critical thinking that are evident to you. How would you grade this essay? What other qualities (or problems) do you notice?

Works Cited

Dillard, Annie. “Living like Weasels.” One Hundred Great Essays. Ed. Robert DiYanni. New York: Longman, 2002. 217–221. Print.

Critical Thinking in College Writing. Authored by : Gita DasBender. Located at : http://writingspaces.org/sites/default/files/dasbender--critical-thinking.pdf . License : CC BY-NC-SA: Attribution-NonCommercial-ShareAlike

Library Catalogue

Critical thinking for critical writing

On this page, non-critical vs. critical reading, modes of critical analysis, steps to writing critically, implications for writing.

Critical writing depends on critical thinking. Your writing will involve reflection on written texts: that is, critical reading.

Your critical reading of a text and thinking about a text enables you to use it to make your own arguments. As a critical thinker and writer, you make judgments and interpretations of the ideas, arguments, and claims of others presented in the texts you read.

The key is this: don’t read looking only or primarily for information . Instead, read to determine ways of thinking about the subject matter.

Non-critical reading is focused on learning the information provided by a source. In this mode, a reader focuses on understanding the information, ideas, and opinions stated within the text.

Sometimes non-critical reading is a part of our day-to-day lives. For example, we may consult a weather report to help us decide whether or not we need to pack an umbrella when we leave the house. Often, we don't need to be critical readers to get the information we need about the weather. However, if the weather report states that it will be a "sunny, cloudless day" and we can see that it is pouring outside our window, we will likely bring our critical reading abilities back into play!

How to read critically

1. Determine the central claims or purpose of the text (its thesis). A critical reading attempts to identify and assess how these central claims are developed and argued.

2. Begin to make some judgments about context .

What audience is the text written for?
Who is it in dialogue with?
In what historical context is it written?

3. Distinguish the kinds of reasoning the text employs.

What concepts are defined and used?
Does the text appeal to a theory or theories?
Is any specific methodology laid out?
If there is an appeal to a particular concept, theory, or method, how is that concept, theory, or method then used to organize and interpret the data?
How has the author analyzed (broken down) the material?

4. Examine the evidence (the supporting facts, examples, etc.) the text employs. Supporting evidence is indispensable to an argument, so consider the kinds of evidence used: Statistical? Literary? Historical? From what sources is the evidence taken? Are these sources primary or secondary?

5. Critical reading may involve evaluation . Your reading of a text is already critical if it accounts for and makes a series of judgments about how a text is argued. Some assignments may also require you to assess the strengths and weaknesses of an argument.

Why to read critically

Critical reading is an important step for many academic assignments. Critically engaging with the work of others is often a first step in developing our own arguments, interpretations, and analysis.

Critical reading often involves re-reading a text multiple times, putting our focus on different aspects of the text. The first time we read a text, we may be focused on getting an overall sense of the information the author is presenting - in other words, simply understanding what they are trying to say. On subsequent readings, however, we can focus on how the author presents that information, the kinds of evidence they provide to support their arguments (and how convincing we find that evidence), the connection between their evidence and their conclusions, etc. etc.

Example: A non-critical thinker/reader might read a history book to learn the facts of the situation or to discover an accepted interpretation of those events.

A critical thinker/reader might read the same work to appreciate how a particular perspective on the events and a particular selection of facts can lead to a particular understanding. A critical thinker/reader will likely also think about the perspectives of that event that are NOT being considered or presented in the text.

What a text says – restatement . Talks about the same topic as the original text. What a text does – description . Focuses on aspects of the discussion itself. What a text means – interpretation . Analyzes the text and asserts a meaning for the text as a whole.

TIP: An interpretation includes references to the content (the specific actions referred to), the language (the specific terms used), and the structure (such as the relationship between characters).

1. Take a critical stance: recognize that every text, author, and argument comes from a perspective and is subject to interpretation and analysis.

2. Pay close attention : read texts not just for what they say but also for how they say it . Notice examples, evidence, word choice, structure, etc. Consider the "fit" between the information a text provides and the way it provides that information.

3. Think big picture : read texts in their context. This can sometimes also involve doing some research about your sources to learn more about the author, the time in which the text was written, the sources that funded the research, etc.

4. Bring yourself in : critical writing also involves developing your own understandings, interpretations, analysis, and arguments in response to the texts you are reading. Sometimes this is accomplished by considering the connections/points of divergence between several texts you are reading. It can also involve bringing in your own perspectives and experiences to support or challenge evidence, examples, and/or conclusions.

Writing critically involves:

Providing appropriate and sufficient arguments and examples
Choosing terms that are precise, appropriate, and persuasive
Making clear the transitions from one thought to another to ensure the overall logic of the presentation
Editing for content, structure, and language

An increased awareness of the impact of choices of content, language, and structure can help you as a writer to develop habits of rewriting and revision.

Reference: this resource was adapted from Dan Kurland's Critical Reading, at its Core, Plain and Simple

Critical Thinking in Academic Research - Second Edition

(4 reviews)

Cindy Gruwell, University of West Florida

Robin Ewing, St. Cloud State University

Last Update: 2023

Publisher: Minnesota State Colleges and Universities

Language: English

Formats Available

Conditions of use.

Learn more about reviews.

Reviewed by Julie Jaszkowiak, Community Faculty, Metropolitan State University on 12/22/23

Comprehensiveness rating: 5 see less

Organized in 11 parts, this his textbook includes introductory information about critical thinking and details about the academic research process. The basics of critical thinking related to doing academic research in Parts I and II. Parts III – XI provide specifics on various steps in doing academic research including details on finding and citing source material. There is a linked table of contents so the reader is able to jump to a specific section as needed. There is also a works cited page with information and links to works used for this textbook.

Content Accuracy rating: 5

The content of this textbook is accurate and error free. It contains examples that demonstrate concepts from a variety of disciplines such as “hard science” or “popular culture” that assist in eliminating bias. The authors are librarians so it is clear that their experience as such leads to clear and unbiased content.

Relevance/Longevity rating: 5

General concepts about critical thinking and academic research methodology is well defined and should not become obsolete. Specific content regarding use of citation tools and attribution structure may change but the links to various research sites allow for simple updates.

Clarity rating: 5

This textbook is written in a conversational manner that allows for a more personal interaction with the textbook. It is like the reader is having a conversation with a librarian. Each part has an introduction section that fully defines concepts and terms used for that part.

Consistency rating: 5

In addition to the written content, this textbook contains links to short quizzes at the end of each section. This is consistent throughout each part. Embedded links to additional information are included as necessary.

Modularity rating: 4

This textbook is arranged in 11 modular parts with each part having multiple sections. All of these are linked so a reader can go to a distinct part or section to find specific information. There are some links that refer back to previous sections in the document. It can be challenging to return to where you were once you have jumped to a different section.

Organization/Structure/Flow rating: 5

There is clear definition as to what information is contained within each of the parts and subsequent sections. The textbook follows the logical flow of the process of researching and writing a research paper.

Interface rating: 4

The pictures have alternative text that appears when you hover over the text. There is one picture on page 102 that is a link to where the downloaded picture is from. The pictures are clear and supportive of the text for a visual learner. All the links work and go to either the correct area of the textbook or to a valid website. If you are going to use the embedded links to go to other sections of the textbook you need to keep track of where you are as it can sometimes get confusing as to where you went based on clicking links.

Grammatical Errors rating: 4

This is not really a grammatical error but I did notice on some of the quizzes if you misspelled a work for fill in the blank it was incorrect. It was also sometimes challenging to come up with the correct word for the fill in the blanks.

Cultural Relevance rating: 5

There are no examples or text that are culturally insensitive or offensive. The examples are general and would be applicable to a variety of students study many different academic subjects. There are references and information to many research tools from traditional such as checking out books and articles from the library to more current such as blogs and other electronic sources. This information appeals to a wide expanse of student populations.

I really enjoyed the quizzes at the end of each section. It is very beneficial to test your knowledge and comprehension of what you just read. Often I had to return and reread the content more critically based on my quiz results! They are just the right length to not disrupt the overall reading of the textbook and cover the important content and learning objectives.

Reviewed by Sara Stigberg, Adjunct Reference Librarian, Truman College, City Colleges of Chicago on 3/15/23

Critical Thinking in Academic Research thoroughly covers the basics of academic research for undergraduates, including well-guided deeper dives into relevant areas. The authors root their introduction to academic research principles and practices in the Western philosophical tradition, focused on developing students' critical thinking skills and habits around inquiry, rationales, and frameworks for research.

This text conforms to the principles and frames of the Framework for Information Literacy for Higher Education, published by the Association of College and Research Libraries. It includes excellent, clear, step-by-step guides to help students understand rationales and techniques for academic research.

Essential for our current information climate, the authors present relevant information for students who may be new to academic research, in ways and with content that is not too broad or too narrow, or likely to change drastically in the near future.

The authors use clear and well-considered language and explanations of ideas and terms, contextualizing the scholarly research process and tools in a relatable manner. As mentioned earlier, this text includes excellent step-by-step guides, as well as illustrations, visualizations, and videos to instruct students in conducting academic research.

(4.75) The terminology and framework of this text are consistent. Early discussions of critical thinking skills are tied in to content in later chapters, with regard to selecting different types of sources and search tools, as well as rationales for choosing various formats of source references. Consciously making the theme of critical thinking as applied to the stages of academic research more explicit and frequent within the text would further strengthen it, however.

Modularity rating: 5

Chapters are divided in a logical, progressive manner throughout the text. The use of embedded links to further readings and some other relevant sections of the text are an excellent way of providing references and further online information, without overwhelming or side-tracking the reader.

Topics in the text are organized in logical, progressive order, transitioning cleanly from one focus to the next. Each chapter begins with a helpful outline of topics that will be covered within it.

There are no technical issues with the interface for this text. Interactive learning tools such as the many self-checks and short quizzes that are included throughout the text are a great bonus for reinforcing student learning, and the easily-accessible table of contents was very helpful. There are some slight inconsistencies across chapters, however, relative to formatting images and text and spacing, and an image was missing in the section on Narrowing a Topic. Justifying copy rather than aligning-left would prevent hyphenation, making the text more streamlined.

Grammatical Errors rating: 5

(4.75) A few minor punctuation errors are present.

The authors of this text use culturally-relevant examples and inclusive language. The chapter on Barriers to Critical Thinking works directly to break down bias and preconceived notions.

Overall, Critical Thinking in Academic Research is an excellent general textbook for teaching the whys and hows of academic research to undergraduates. A discussion of annotated bibliographies would be a great addition for future editions of the text. ---- (As an aside for the authors, I am curious if the anonymous data from the self-checks and quizzes is being collected and analyzed for assessment purposes. I'm sure it would be interesting!)

Reviewed by Ann Bell-Pfeifer, Program Director/ Instructor, Minnesota State Community and Technical College on 2/15/23

The book has in depth coverage of academic research. A formal glossary and index were not included. read more

Comprehensiveness rating: 4 see less

The book has in depth coverage of academic research. A formal glossary and index were not included.

The book appears error free and factual.

The content is current and would support students who are pursuing writing academic research papers.

Excellent explanations for specific terms were included throughout the text.

The text is easy to follow with a standardized format and structure.

The text contains headings and topics in each section.

It is easy to follow the format and review each section.

Interface rating: 5

The associated links were useful and not distracting.

No evidence of grammatical errors were found in the book.

The book is inclusive.

The book was informative, easy to follow, and sequential allowing the reader to digest each section before moving into another.

Reviewed by Jenny Inker, Assistant Professor, Virginia Commonwealth University on 8/23/22

This book provides a comprehensive yet easily comprehensible introduction to critical thinking in academic research. The author lays a foundation with an introduction to the concepts of critical thinking and analyzing and making arguments, and then moves into the details of developing research questions and identifying and appropriately using research sources. There are many wonderful links to other open access publications for those who wish to read more or go deeper.

The content of the book appears to be accurate and free of bias.

The examples used throughout the book are relevant and up-to-date, making it easy to see how to apply the concepts in real life.

The text is very accessibly written and the content is presented in a simple, yet powerful way that helps the reader grasp the concepts easily. There are many short, interactive exercises scattered throughout each chapter of the book so that the reader can test their own knowledge as they go along. It would be even better if the author had provided some simple feedback explaining why quiz answers are correct or incorrect in order to bolster learning, but this is a very minor point and the interactive exercises still work well without this.

The book appears consistent throughout with regard to use of terminology and tone of writing. The basic concepts introduced in the early chapters are used consistently throughout the later chapters.

This book has been wonderfully designed into bite sized chunks that do not overwhelm the reader. This is perhaps its best feature, as this encourages the reader to take in a bit of information, digest it, check their understanding of it, and then move on to the next concept. I loved this!

The book is organized in a manner that introduces the basic architecture of critical thinking first, and then moves on to apply it to the subject of academic research. While the entire book would be helpful for college students (undergraduates particularly), the earlier chapters on critical thinking and argumentation also stand well on their own and would be of great utility to students in general.

This book was extremely easy to navigate with a clear, drop down list of chapters and subheadings on the left side of the screen. When the reader clicks on links to additional material, these open up in a new tab which keeps things clear and organized. Images and charts were clear and the overall organization is very easy to follow.

I came across no grammatical errors in the text.

Cultural Relevance rating: 4

This is perhaps an area where the book could do a little more. I did not come across anything that seemed culturally insensitive or offensive but on the other hand, the book might have taken more opportunities to represent a greater diversity of races, ethnicities, and backgrounds.

This book seems tailor made for undergraduate college students and I would highly recommend it. I think it has some use for graduate students as well, although some of the examples are perhaps little basic for this purpose. As well as using this book to guide students on doing academic research, I think it could also be used as a very helpful introduction to the concept of critical thinking by focusing solely on chapters 1-4.

Introduction
Part I. What is Critical Thinking?
Part II. Barriers to Critical Thinking
Part III. Analyzing Arguments
Part IV. Making an Argument
Part V. Research Questions
Part VI. Sources and Information Needs
Part VII. Types of Sources
Part VIII. Precision Searching
Part IX. Evaluating Sources
Part X. Ethical Use and Citing Sources
Part XI. Copyright Basics
Works Cited
About the Authors

Ancillary Material

About the book.

Critical Thinking in Academic Research - 2nd Edition provides examples and easy-to-understand explanations to equip students with the skills to develop research questions, evaluate and choose the right sources, search for information, and understand arguments. This 2nd Edition includes new content based on student feedback as well as additional interactive elements throughout the text.

About the Contributors

Cindy Gruwell is an Assistant Librarian/Coordinator of Scholarly Communication at the University of West Florida. She is the library liaison to the department of biology and the College of Health which has extensive nursing programs, public health, health administration, movement, and medical laboratory sciences. In addition to supporting health sciences faculty, she oversees the Argo IRCommons (Institutional Repository) and provides scholarly communication services to faculty across campus. Cindy graduated with her BA (history) and MLS from the University of California, Los Angeles and has a Masters in Education from Bemidji State University. Cindy’s research interests include academic research support, publishing, and teaching.

Robin Ewing is a Professor/Collections Librarian at St. Cloud State University. Robin is the liaison to the College of Education and Learning Design. She oversees content selection for the Library’s collections. Robin graduated with her BBA (Management) and MLIS from the University of Oklahoma. She also has a Masters of Arts in Teaching from Bemidji State University. Robin’s research interests include collection analysis, assessment, and online teaching.

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What is Critical Thinking in Academics – Guide With Examples

Published by Grace Graffin at October 17th, 2023 , Revised On October 17, 2023

In an era dominated by vast amounts of information, the ability to discern, evaluate, and form independent conclusions is more crucial than ever. Enter the realm of “critical thinking.” But what does this term truly mean?

What is Critical Thinking?

Critical thinking is the disciplined art of analysing and evaluating information or situations by applying a range of intellectual skills. It goes beyond mere memorisation or blind acceptance of information, demanding a deeper understanding and assessment of evidence, context, and implications.

Moreover, paraphrasing in sources is an essential skill in critical thinking, as it allows for representing another’s ideas in one’s own words, ensuring comprehension.

Critical thinking is not just an academic buzzword but an essential tool. In academic settings, it serves as the backbone of genuine understanding and the springboard for innovation. When students embrace critical thinking, they move from being passive recipients of information to active participants in their own learning journey.

They question, evaluate, and synthesise information from various sources, fostering an intellectual curiosity that extends beyond the classroom. Part of this involves understanding how to integrate sources into their work, which means not only including information from various places, but also doing so in a cohesive and logical way.

The importance of critical thinking in academics cannot be overstated. It equips students with the skills to discern credible sources from unreliable ones, develop well-informed arguments, and approach problems with a solution-oriented mindset.

The Origins and Evolution of Critical Thinking

The idea of critical thinking isn’t a new-age concept. Its roots reach back into ancient civilisations, moulding the foundations of philosophy, science, and education. To appreciate its evolution, it’s vital to delve into its historical context and the influential thinkers who have championed it.

Historical Perspective on the Concept of Critical Thinking

The seeds of critical thinking can be traced back to Ancient Greece, particularly in the city-state of Athens. Here, the practice of debate, dialogue, and philosophical inquiry was valued and was seen as a route to knowledge and wisdom. This era prized the art of questioning, investigating, and exploring diverse viewpoints to reach enlightened conclusions.

In medieval Islamic civilisation, scholars in centres of learning, such as the House of Wisdom in Baghdad, played a pivotal role in advancing critical thought. Their works encompassed vast areas, including philosophy, mathematics, and medicine, often intertwining rigorous empirical observations with analytical reasoning.

The Renaissance period further nurtured critical thinking as it was a time of revival in art, culture, and intellect. This era championed humanistic values, focusing on human potential and achievements. It saw the rebirth of scientific inquiry, scepticism about religious dogma, and an emphasis on empirical evidence.

Philosophers and Educators Who Championed Critical Thinking

Several philosophers and educators stand out for their remarkable contributions to the sphere of critical thinking:

Known for the Socratic method, a form of cooperative argumentative dialogue, Socrates would ask probing questions, forcing his pupils to think deeply about their beliefs and assumptions. His methodology still influences modern education, emphasising the answer and the path of reasoning that leads to it.

A student of Socrates, Plato believed in the importance of reason and inquiry. His allegory of the cave highlights the difference between blindly accepting information and seeking true knowledge.

He placed great emphasis on empirical evidence and logic. His works on syllogism and deductive reasoning laid the foundation for systematic critical thought.

Al-Farabi And Ibn Rushd (Averroes)

Islamic philosophers, who harmonised Greek philosophy with Islamic thought, emphasised the importance of rationality and critical inquiry.

Sir Francis Bacon

An advocate for the scientific method, Bacon believed that knowledge should be based on empirical evidence, observation, and experimentation rather than mere reliance on accepted truths.

A modern proponent of critical thinking, Dewey viewed it as an active, persistent, and careful consideration of a belief or supposed form of knowledge. He emphasised that students should be taught to think for themselves rather than just memorise facts.

Paulo Freire

Recognised for his ideas on “problem-posing education,” Freire believed that students should be encouraged to question, reflect upon, and respond to societal issues, fostering critical consciousness.

Characteristics of Critical Thinkers

Critical thinkers are not defined merely by the knowledge they possess, but by the manner in which they process, analyse, and use that knowledge. While the profile of a critical thinker can be multifaceted, certain core traits distinguish them. Let’s delve into these characteristics:

1. Open-mindedness

Open-mindedness refers to the willingness to consider different ideas, opinions, and perspectives, even if they challenge one’s existing beliefs. It allows critical thinkers to avoid being trapped in their own biases or preconceived notions. By being open to diverse viewpoints, they can make more informed and holistic decisions.

Listening to a debate without immediately taking sides.
Reading literature from different cultures to understand various world views.

2. Analytical Nature

An analytical nature entails the ability to break down complex problems or information into smaller, manageable parts to understand the whole better. Being analytical enables individuals to see patterns, relationships, and inconsistencies, allowing for deeper comprehension and better problem-solving.

Evaluating a research paper by examining its methodology, results, and conclusions separately.
Breaking down the components of a business strategy to assess its viability.

3. Scepticism

Scepticism is the tendency to question and doubt claims or assertions until sufficient evidence is presented. Skepticism ensures that critical thinkers do not accept information at face value. They seek evidence and are cautious about jumping to conclusions without verification.

Questioning the results of a study that lacks a control group.
Doubting a sensational news headline and researching further before believing or sharing it.

4. Intellectual Humility

Intellectual humility involves recognising and accepting the limitations of one’s knowledge and understanding. It is about being aware that one does not have all the answers. This trait prevents arrogance and overconfidence. Critical thinkers with intellectual humility are open to learning and receptive to constructive criticism.

Admitting when one is wrong in a discussion.
Actively seeking feedback on a project or idea to enhance it.

5. Logical Reasoning

Logical reasoning is the ability to think sequentially and make connections between concepts in a coherent manner. It involves drawing conclusions that logically follow from the available information. Logical reasoning ensures that decisions and conclusions are sound and based on valid premises. It helps avoid fallacies and cognitive biases.

Using deductive reasoning to derive a specific conclusion from a general statement.
Evaluating an argument for potential logical fallacies like “slippery slope” or “ad hominem.”

The Difference Between Critical Thinking and Memorisation

In today’s rapidly changing educational landscape, there is an ongoing debate about the importance of rote memorisation versus the significance of cultivating critical thinking skills. Both have their place in learning, but they serve very different purposes.

Nature Of Learning

Rote Learning: Involves memorising information exactly as it is, without necessarily understanding its context or underlying meaning. It’s akin to storing data as-is, without processing.
Analytical Processing (Critical Thinking): Involves understanding, questioning, and connecting new information with existing knowledge. It’s less about storage and more about comprehension and application.

Depth of Engagement

Rote Learning: Often remains at the surface level. Students might remember facts for a test, but might forget them shortly after.
Analytical Processing: Engages deeper cognitive skills. When students think critically, they’re more likely to retain information because they’ve processed it deeper.

Application in New Situations

Rote Learning: Information memorised through rote often does not easily apply to new or unfamiliar situations, since it is detached from understanding.
Analytical Processing: Promotes adaptability. Critical thinkers can transfer knowledge and skills to different contexts because they understand underlying concepts and principles.

Why Critical Thinking Produces Long-Term Academic Benefits

Here are the benefits of critical thinking in academics.

Enhanced Retention

Critical thinking often involves active learning—discussions, problem-solving, and debates—which promotes better retention than passive memorisation.

Skill Development

Beyond content knowledge, critical thinking develops skills like analysis, synthesis, source evaluation , and problem-solving. These are invaluable in higher education and professional settings.

Adaptability

In an ever-evolving world, the ability to adapt is crucial. Critical thinkers are better equipped to learn and adapt because they don’t just know facts; they understand concepts.

Lifelong Learning

Critical thinkers are naturally curious. They seek to understand, question, and explore, turning them into lifelong learners who continually seek knowledge and personal growth.

Improved Decision-Making

Analytical processing allows students to evaluate various perspectives, weigh evidence, and make well-informed decisions, a skill far beyond academics.

Preparation for Real-World Challenges

The real world does not come with a textbook. Critical thinkers can navigate unexpected challenges, connect disparate pieces of information, and innovate solutions.

Steps in the Critical Thinking Process

Critical thinking is more than just a skill—it is a structured process. By following a systematic approach, critical thinkers can navigate complex issues and ensure their conclusions are well-informed and reasoned. Here’s a breakdown of the steps involved:

Step 1. Identification and Clarification of the Problem or Question

Recognizing that a problem or question exists and understanding its nature. It’s about defining the issue clearly, without ambiguity. A well-defined problem serves as the foundation for the subsequent steps. The entire process may become misguided without a clear understanding of what’s being addressed.

Example: Instead of a vague problem like “improving the environment,” a more specific question could be “How can urban areas reduce air pollution?”

Step 2. Gathering Information and Evidence

Actively seeking relevant data, facts, and evidence. This might involve research, observations, experiments, or discussions. Reliable decisions are based on solid evidence. The quality and relevance of the information gathered can heavily influence the final conclusion.

Example: To address urban air pollution, one might gather data on current pollution levels, sources of pollutants, existing policies, and strategies employed by other cities.

Step 3. Analysing the Information

Breaking down the gathered information, scrutinising its validity, and identifying patterns, contradictions, and relationships. This step ensures that the information is not just accepted at face value. Critical thinkers can differentiate between relevant and irrelevant information and detect biases or inaccuracies by analysing data.

Example: When examining data on pollution, one might notice that certain industries are major contributors or that pollution levels rise significantly at specific times of the year.

Step 4. Drawing Conclusions and Making Decisions

After thorough analysis, formulating an informed perspective, solution, or decision-based on the evidence. This is the culmination of the previous steps. Here, the critical thinker synthesises the information and applies logic to arrive at a reasoned conclusion.

Example: Based on the analysis, one might conclude that regulating specific industries and promoting public transportation during peak pollution periods can help reduce urban air pollution.

Step 5. Reflecting on the Process And The Conclusions Reached

Take a step back to assess the entire process, considering any potential biases, errors, or alternative perspectives. It is also about evaluating the feasibility and implications of the conclusions. Reflection ensures continuous learning and improvement. Individuals can refine their approach to future problems by evaluating their thinking process.

Example: Reflecting on the proposed solution to reduce pollution, one might consider its economic implications, potential industry resistance, and the need for public awareness campaigns.

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The Role of Critical Thinking in Different Academic Subjects

Critical thinking is a universal skill applicable across disciplines. Its methodologies might differ based on the subject, but its core principles remain consistent. Let us explore how critical thinking manifests in various academic domains:

1. Sciences

Hypothesis Testing: Science often begins with a hypothesis—a proposed explanation for a phenomenon. Critical thinking is essential in formulating a testable hypothesis and determining its validity based on experimental results.
Experimental Design: Designing experiments requires careful planning to ensure valid and reliable results. Critical thinking aids in identifying variables, ensuring controls, and determining the best methodologies to obtain accurate data.
Example: In a biology experiment to test the effect of light on plant growth, critical thinking helps ensure variables like water and soil quality are consistent, allowing for a fair assessment of the light’s impact.

2. Humanities

Analysing Texts: Humanities often involve studying texts—literature, historical documents, or philosophical treatises. Critical thinking lets students decode themes, discern authorial intent, and recognise underlying assumptions or biases.
Understanding Contexts: Recognizing a text or artwork’s cultural, historical, or social contexts is pivotal. Critical thinking allows for a deeper appreciation of these contexts, providing a holistic understanding of the subject.
Example: When studying Shakespeare’s “Othello,” critical thinking aids in understanding the play’s exploration of jealousy, race, and betrayal, while also appreciating its historical context in Elizabethan England.

3. Social Sciences

Evaluating Arguments: Social sciences, such as sociology or political science, often present various theories or arguments about societal structures and behaviours. Critical thinking aids in assessing the merits of these arguments and recognising their implications.
Understanding Biases: Since social sciences study human societies, they’re susceptible to biases. Critical thinking helps identify potential biases in research or theories, ensuring a more objective understanding.
Example: In studying economic policies, critical thinking helps weigh the benefits and drawbacks of different economic models, considering both empirical data and theoretical arguments.

4. Mathematics

Problem-Solving: Mathematics is more than just numbers; it is about solving problems. Critical thinking enables students to identify the best strategies to tackle problems, ensuring efficient and accurate solutions.
Logical Deduction: Mathematical proofs and theorems rely on logical steps. Critical thinking ensures that each step is valid and the conclusions sound.
Example: In geometry, when proving that two triangles are congruent, critical thinking helps ensure that each criterion (like side lengths or angles) is met and the logic of the proof is coherent.

Examples of Critical Thinking in Academics

Some of the critical thinking examples in academics are discussed below.

Case Study 1: Evaluating A Scientific Research Paper

Scenario: A research paper claims that a new herbal supplement significantly improves memory in elderly individuals.

Critical Thinking Application:

Scrutinising Methodology:

Was the study double-blind and placebo-controlled?
How large was the sample size?
Were the groups randomised?
Were there any potential confounding variables?

Assessing Conclusions:

Do the results conclusively support the claim, or are there other potential explanations?
Are the statistical analyses robust, and do they show a significant difference?
Is the effect size clinically relevant or just statistically significant?

Considering Broader Context:

How does this study compare with existing literature on the subject?
Were there any conflicts of interest, such as funding from the supplement company?

Critical analysis determined that while the study showed statistical significance, the effect size was minimal. Additionally, the sample size was small, and there was potential bias as the supplement manufacturer funded the study.

Case Study 2: Analysing a Literary Text

Scenario: A reading of F. Scott Fitzgerald’s “The Great Gatsby.”

Understanding Symbolism:

What does the green light represent for Gatsby and in the broader context of the American Dream?
How does the Valley of Ashes symbolise societal decay?

Recognising Authorial Intent:

Why might Fitzgerald depict the characters’ lavish lifestyles amid underlying dissatisfaction?
What critiques of American society is Fitzgerald potentially making?

Contextual Analysis:

How does the era in which the novel was written (Roaring Twenties) influence its themes and characters?

Through critical analysis, the reader recognises that while “The Great Gatsby” is a tale of love and ambition, it’s also a poignant critique of the hollowness of the American Dream and the societal excesses of the 1920s.

Case Study 3: Decoding Historical Events

Scenario: The events leading up to the American Revolution.

Considering Multiple Perspectives:

How did the British government view the colonies and their demands?
What were the diverse perspectives within the American colonies, considering loyalists and patriots?

Assessing Validity of Sources:

Which accounts are primary sources, and which are secondary?
Are there potential biases in these accounts, based on their origins?

Analysing Causation and Correlation:

Were taxes and representation the sole reasons for the revolution, or were there deeper economic and philosophical reasons?

Through critical analysis, the student understands that while taxation without representation was a significant catalyst, the American Revolution was also influenced by Enlightenment ideas, economic interests, and long-standing grievances against colonial policies.

Challenges to Developing Critical Thinking Skills

In our complex and rapidly changing world, the importance of critical thinking cannot be overstated. However, various challenges can impede the cultivation of these vital skills.

1. Common Misconceptions and Cognitive Biases

Human brains often take shortcuts in processing information, leading to cognitive biases. Additionally, certain misconceptions about what constitutes critical thinking can hinder its development.

Confirmation Bias: The tendency to search for, interpret, and recall information that confirms one’s pre-existing beliefs.
Anchoring Bias: Relying too heavily on the first piece of information encountered when making decisions.
Misconception: Believing that critical thinking merely means being critical or negative about ideas, rather than evaluating them objectively.

These biases can skew perception and decision-making, making it challenging to objectively approach issues.

2. The Influence of Technology and Social Media

While providing unprecedented access to information, the digital age also presents unique challenges. The barrage of information, the immediacy of social media reactions, and algorithms that cater to user preferences can hinder critical thought.

Information Overload: The sheer volume of online data can make it difficult to discern credible sources from unreliable ones.
Clickbait and Misinformation: Articles with sensational titles designed to generate clicks might lack depth or accuracy.
Algorithmic Bias: Platforms showing users content based on past preferences can limit exposure to diverse viewpoints.

Relying too heavily on technology and social media can lead to superficial understanding, reduced attention spans, and a narrow worldview.

3. The Danger of Echo Chambers and Confirmation Bias

An echo chamber is a situation in which beliefs are amplified or reinforced by communication and repetition inside a closed system, cutting off differing viewpoints.

Social Media Groups: Joining groups or following pages that only align with one’s beliefs can create a feedback loop, reinforcing existing opinions without challenge.
Selective Media Consumption: Only watching news channels or reading websites that align with one’s political or social views.

Echo chambers reinforce confirmation bias, limit exposure to diverse perspectives, and can polarise opinions, making objective, critical evaluation of issues challenging.

Benefits of Promoting Critical Thinking in Education

When cultivated and promoted in educational settings, critical thinking can have transformative effects on students, equipping them with vital skills to navigate their academic journey and beyond. Here’s an exploration of the manifold benefits of emphasising critical thinking in education:

Improved Problem-Solving Skills

Critical thinking enables students to approach problems methodically, breaking them down into manageable parts, analysing each aspect, and synthesising solutions.

Academic: Enhances students’ ability to tackle complex assignments, research projects, and unfamiliar topics.
Beyond School: Prepares students for real-world challenges where they might encounter problems without predefined solutions.

Enhanced Creativity and Innovation

Critical thinking is not just analytical but also involves lateral thinking, helping students see connections between disparate ideas and encouraging imaginative solutions.

Academic: Promotes richer discussions, more creative projects, and the ability to view topics from multiple angles.
Beyond School: Equips students for careers and situations where innovative solutions can lead to advancements in fields like technology, arts, or social entrepreneurship.

Better Decision-Making Abilities

Critical thinkers evaluate information thoroughly, weigh potential outcomes, and make decisions based on evidence and reason rather than impulse or peer pressure.

Academic: Helps students make informed choices about their studies, research directions, or group projects.
Beyond School: Prepares students to make sound decisions in personal and professional spheres, from financial choices to ethical dilemmas.

Greater Resilience in the Face of Complex Challenges

Critical thinking nurtures a growth mindset. When students think critically, they are more likely to view challenges as opportunities for learning rather than insurmountable obstacles.

Academic: Increases perseverance in difficult subjects, promoting a deeper understanding rather than superficial learning. Students become more resilient in handling academic pressures and setbacks.
Beyond School: Cultivates individuals who can navigate the complexities of modern life, from career challenges to societal changes, with resilience and adaptability.

Frequently Asked Questions

What is critical thinking.

Critical thinking is the objective analysis and evaluation of an issue to form a judgment. It involves gathering relevant information, discerning potential biases, logically connecting ideas, and questioning assumptions. Essential for informed decision-making, it promotes scepticism and requires the ability to think independently and rationally.

What makes critical thinking?

Critical thinking arises from questioning assumptions, evaluating evidence, discerning fact from opinion, recognising biases, and logically connecting ideas. It demands curiosity, scepticism, and an open mind. By continuously challenging one’s beliefs and considering alternative viewpoints, one cultivates the ability to think clearly, rationally, and independently.

What is the purpose of critical thinking?

The purpose of critical thinking is to enable informed decisions by analysing and evaluating information objectively. It fosters understanding, problem-solving, and clarity, reducing the influence of biases and misconceptions. Through critical thinking, individuals discern truth, make reasoned judgments, and engage more effectively in discussions and debates.

How to improve critical thinking?

Cultivate curiosity by asking questions.
Practice active listening.
Read widely and diversely.
Engage in discussions and debates.
Reflect on your thought processes.
Identify biases and challenge assumptions.
Solve problems systematically.

What are some critical thinking skills?

Analysis: breaking concepts into parts.
Evaluation: judging information’s validity.
Inference: drawing logical conclusions.
Explanation: articulating reasons.
Interpretation: understanding meaning.
Problem-solving: devising effective solutions.
Decision-making: choosing the best options.

What is information literacy?

Information literacy is the ability to find, evaluate, and use information effectively. It encompasses understanding where to locate information, determining its credibility, distinguishing between facts and opinions, and using it responsibly. Essential in the digital age, it equips individuals to navigate the vast sea of data and make informed decisions.

What makes a credible source?

Authorship by experts or professionals.
Reliable publisher or institution backing.
Transparent sourcing and references.
Absence of bias or clear disclosure of it.
Recent publications or timely updates.
Peer review or editorial oversight.
Clear, logical arguments.
Reputability in its field or domain.

How do I analyse information critically?

Determine the source’s credibility.
Identify the main arguments or points.
Examine the evidence provided.
Spot inconsistencies or fallacies.
Detect biases or unspoken assumptions.
Cross-check facts with other sources.
Evaluate the relevance to your context.
Reflect on your own biases or beliefs.

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The importance of critical thinking in writing (and how to apply it).

Woman_Using_laptop_writing_importance_of_Critical_Thinking_When_Writing - Illustration

Developing unique ideas for writing and writing a story worth reading can be challenging. Even when the ideas for writing are already in your head, writing requires research, organization, and a great deal of creativity. But, you already knew that, right?

What many people don’t know or don't realize, however, is that all those processes for effective writing depend on how well you’ve developed your critical thinking skills.

According to the Texas A&M University Writing Center, critical thinking is "the ability to view any object of study from multiple perspectives, to recognize the cultural, ideological, and cognitive frames (or schemata) we bring to understanding."

You can learn everything about story structure and all the rules that come with it such as formatting, language and grammar rules , but applying your ideas effectively in an actual piece of writing requires critical thinking.

Critical thinking is what glues all of the writing processes together and defines your writing style .

Critical Thinking Informs All Good Writing

The best writers are those who think critically and may have even undergone some form of critical thinking training . The value of critical thinking is clear thought-processing, which results in well-developed plots and writings. When you need to write a story that reads well and avoids plot holes and inconsistencies , honing your critical thinking is necessary.

You can perform the research necessary for a story and plan to finish with a strong conclusion. But, when you don’t apply critical thinking in your story, your ideas risk coming across as ambiguous or not well thought out. This is because you can’t really plan out your arguments or provide the story’s premises effectively without critical thinking.

Critical thinking in writing is related to research in the way you deliberately search, analyze and evaluate ideas that you'll put on paper. However, critical thinking discriminates information and ideas to ensure you pick and use only the most appropriate, concise words and paragraphs that deliver messages powerfully and with great impact on readers.

Reserchers have also come to understand that critical thinking is in itself a habit and a skill, something which you can practice, polish, and develop.

Hone Your Critical Thinking Skills

To consciously direct and hone your critical thinking skills, you’ll need to answer some basic questions before writing your story:

How good is my argument or story idea?
Is my argument or idea defensible and valid?
Am I using a rational, reasonable position on the idea or issue?
What should I use to best present this idea and deal with its complexity?
Should I go deep into the topic or only touch upon the key issues lightly?
Should I address any other points of view, and which ones?
What are my goals with the story?
What sources of information should I consult?
What's the best way to present the information?

When asking (and answering) these questions, your analytical skills and quality of answers will depend greatly on the clarity of your thoughts, sources, and intentions. Once that's done sufficiently, you can apply it all to your writing.

8 Ways to Apply Critical Thinking in Your Writing

To make sure you write your story based on sound critical thinking, use these handy tips:

1. Research by questioning everything

Not all of the sources you will be using for your story, research, and critical analysis will be accurate or even relevant. Thinking critically means that you should question all your sources and be careful about the acquisition of data you’ll use in your story.

To write critically, you must examine every little piece of information before using it; validate and parse as part of your research . Basically, you need a rather active, critical and detailed approach throughout the accumulation of information.

2. Scrutinize your method of gathering information

Before you use any of the evidence or information you have found during the research for your story , look at the method for its gathering.

Think of sources you plan to use and places where you can find them. But, most importantly, think of the sources’ credibility and whether or not you can ascertain this.

Only use information that is reliable in your stories.

3. Stay true to the evidence

Before you jump into any conclusions, examine the evidence and the unbiased direction it is pointing towards.

Carefully examining the evidence for your ideas will help you find information that is valid, and any other information you might have missed out on an argument of big importance.

To avoid turning your story into a poorly written one, stay true to the evidence you’ve collected. Also consider the evidence itself in detail.

Is the evidence too broad? Does it have too many details? Are there any other explanations you can provide for it? Do you have enough evidence to support your arguments? Use only the most appropriate and accurate evidence.

4. Eliminate truisms and tautologies

Truism is a truth that is self-evident, while tautology is a statement that repeats the same thing. Both create redundancy that in most cases, doesn’t add directly to your story.

Even though truism and tautology used masterfully could give a story a certain artistic quality, you should generally try to avoid them in your writing.

Critically look for statements in your writing that repeat themselves or are self-evident. These are unnecessary features of your writing that should be removed to improve precision and clarity in your story.

5. Avoid oversimplification

There is a fine line between improving clarity and oversimplification. Try to achieve the former, while eradicating the latter as much as possible.

We are talking about using short, concise, easy to understand and simple explanations, and avoiding dumbed down explanations that insult the intelligence of the reader and demonstrate a lack of breadth and depth.

That certainly calls for high critical thinking and judgment when writing or crafting a story.

6. Plan ahead

When selecting a topic for your story, brainstorm ideas for it beforehand. Make sure the topic you chose is right for the specific purpose. Think of your objectives and goals, and also what you represent.

By brainstorming and planning ahead, you’ll be better equipped to write a story that is concise, relevant, and properly organized.

One grand factor of planning is organization. To plan ahead and do it well, you need to prioritize and reorganize your concepts, ideas, and arguments well.

In other words, you need a chronology of ideas and arguments. Use careful discretion and judgment to create a plan that makes sense and demonstrates your critical thinking abilities.

7. Define your approaches

In writing, you need arguments and ideas. But, you cannot just toss them around anyhow and expect them to make sense.

Instead, you’ll not only need good organization and planning skills, but also a strategy or an approach for presenting them in the most effective way possible.

As soon as you have all the evidence and material ready for use in your story, analyze the strengths and weaknesses of your sources and the arguments they raise. This will help you define the best possible approach for using the evidence and material in your story.

While you take care of this part, remember that each and every argument and evidence used in your story should be as reasonable as it is valid.

8. Break down your arguments

To better present the relationships between arguments in your story, and to find the best writing approach, break down arguments into smaller, easy to understand parts. For this purpose, you can use priority ranking, comparison and contrast, cause and effect, making inferences, and drawing conclusions.

Cons of Not Using Critical Thinking in Your Writing

If you are thinking applying critical thinking in writing is too much of a hassle, then understand that not incorporating critical thinking leads to poor writing.

And it’s easy to detect the effects of not using critical thinking in writing. Some of the obvious signs of not applying critical thinking is a piece of writing include:

Relationships between concepts aren’t clearly described, but only summarized or alluded to.
The arguments or thesis are repetitive and don’t relate to the rest of the story.
Poor or no order whatsoever in the presentation of arguments, summaries, and evidence.
No chronology or sequel in sentences, arguments, and or paragraphs.
Weak summaries or summaries with no order.
Relationships between arguments aren’t fully developed.
Heavy use of truisms, tautologies, and or abstractions.

If you want to write powerfully and ensure your stories (be they blogs, essays, or reports) yield results and impact readers , you have to improve clarity and add informational value. The only way to do this is by employing critical thinking in your writing.

Critical thinking is an essential skill and practice not just for good writing, but also for effective storytelling within your writings.

Alexandra Reay is a journalist, writer, and editor. She is also a professional content writer who enjoys researching and writing on the topics of self-improvement, technology innovations, and global education development. Follow her on Twitter .

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4 The importance of critical thinking and analysis in academic studies

The aim of critical thinking is to try to maintain an objective position. When you think critically, you weigh up all sides of an argument and evaluate its strengths and weaknesses. So, critical thinking entails: actively seeking all sides of an argument, testing the soundness of the claims made, as well as testing the soundness of the evidence used to support the claims.

Box 1 What ‘being critical’ means in the context of critical thinking

Critical thinking is not :

restating a claim that has been made
describing an event
challenging peoples’ worth as you engage with their work
criticising someone or what they do (which is made from a personal, judgemental position).

Critical thinking and analysis are vital aspects of your academic life – when reading, when writing and working with other students.

While critical analysis requires you to examine ideas, evaluate them against what you already know and make decisions about their merit, critical reflection requires you to synthesise different perspectives (whether from other people or literature) to help explain, justify or challenge what you have encountered in your own or other people’s practice. It may be that theory or literature gives us an alternative perspective that we should consider; it may provide evidence to support our views or practices, or it may explicitly challenge them.

You will encounter a number of activities and assignments in your postgraduate studies that frequently demand interpretation and synthesis skills. We introduced such an activity in Session 1 (Activity 3). Part of this requires use of ‘higher-order thinking skills’, which are the skills used to analyse and manipulate information (rather than just memorise it). In the 1950s, Benjamin Bloom identified a set of important study and thinking skills for university students, which he called the ‘thinking triangle’ (Bloom, 1956) (Figure 1). Bloom’s taxonomy can provide a useful way of conceptualising higher-order thinking and learning. The six intellectual domains, their descriptions and associated keywords are outlined in Table 1.

A pyramid with the words showing levels of intellectual skill

This figure shows a pyramid with the following words, from top to bottom: evaluation (assessing theories; comparison of ideas; evaluating outcomes; solving; judging; recommending; rating), synthesis (using old concepts to create new ideas; design and invention; composing; imagining; inferring; modifying; predicting; combining), analysis (identifying and analysing patterns; organisation of ideas; recognising trends), application (using and applying knowledge; using problem solving methods; manipulating; designing; experimenting), comprehension (understanding; translating; summarising; demonstrating; discussing), knowledge (recall of information; discovery; observation; listing; locating; naming).

Importance and development of Critical Thinking in BA Academic Writing Course

Critical thinking is a complex phenomenon, that helps the learner to separate relevant information from irrelevant and unnecessary information, to evaluate and explain events and facts, to formulate a clear argument objectively, to deliver the right message to the target audience, and to find ways to solve the problem. Critical thinking is directly related to the teaching of academic writing and is a transferable skill that helps students both to complete other university courses successfully and to build a further professional career. The aim of the paper is to identify the challenges and problems faced by both instructors and students at the university level in Georgia in terms of developing critical thinking skills while teaching/learning an academic writing course. Moreover, the paper presents specific activities to solve the given problems. The paper offers teachers the basic strategies and techniques that can be used to achieve the goals set out in the curriculum. The following research methods are applied: questionnaires and classroom observation.The following factors can be named as limitations of the research: relatively small number of students; The study was conducted for only one semester.The analysis of the questionnaires revealed the following issues related to critical thinking and writing for the students: lack of ability to formulate an objective critical opinion, reliability of sources, formulation of main research questions and hypotheses, generalization, separation of main and secondary information, focus on key issues and formulation of logical coherent conclusions.The paper suggests specific activities and questions for the development of critical thinking that are needed to process a text or information.The use of these approaches and methods should be implemented at different levels of the course. The teacher in advance should design and plan activities that will be used during the class. Critical thinking development activities should be combined with all the assignments and activities covering all the topics of the course. In the process of searching the proper materials, the student should master the techniques of working on sources, the criteria for determining the reliability and relevance of sources. In addition, the student should be able to process a significant amount of materials, merge main and secondary information, paraphrase the information, and integrate it into their own text in accordance with academic standards. As a result, the student should be able to evaluate the material retrieved and present and argue their own position.

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What is academic writing and why is it important?

Dec 27, 2020 | Academic Writing , College Applications , Englist blog , TOEFL Prep | 0 comments

Academic writing has become an increasingly important part of education as parents and educators realize the value of critical thinking skills and preparing students for college.

Still, many students, parents, and even other teachers don’t have a great grasp on this area of learning and why it is so critical.

As such, at Englist we find it is important to not only teach academic writing, but also help everyone understand why it is imperative to the development of thoughtful and capable students.

What is academic writing?

First, what is academic writing? Most students see writing as something they just have to do because a teacher says so, and it becomes a painful and time-consuming assignment. Our mission is to end this kind of thinking.

Simply put, academic writing is teaching students how to write essays. That sounds pretty simple, but there is a lot more to it than that.

Essay writing is the process of sharing complex ideas, thoughts, or opinions. Writers learn to construct a rather complicated argument or explanation by combining sentences into paragraphs and paragraphs into an essay.

Academic writing demands writers become clear in their explanations and reasoning, direct in their communication, and most importantly, able to make readers understand their topic and thesis.

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PDF The Role of Critical Thinking in Academic
CR takes into account the students' linguistic and cultural milieu, making teachers aware and giving them an insight into the challenges which L2 students face with language and writing. This relativist approach avoids thinking of academic practices as neutral constructs to be adopted by everyone in every context.
Critical Thinking & Writing
The balance between descriptive writing and critical writing will vary depending on the nature of the assignment and the level of your studies. Some level of descriptive writing is generally necessary to support critical writing. More sophisticated criticality is generally required at higher levels of study with less descriptive content.
Academic writing: a practical guide
Academic writing requires criticality; it's not enough to just describe or summarise evidence, you also need to analyse and evaluate information and use it to build your own arguments. This is where you show your own thoughts based on the evidence available, so critical writing is really important for higher grades.
What Is Critical Thinking?
Critical thinking is important in all disciplines and throughout all stages of the research process. The types of evidence used in the sciences and in the humanities may differ, but critical thinking skills are relevant to both. In academic writing, critical thinking can help you to determine whether a source: Is free from research bias ...
Critical Thinking and Writing: Critical Writing
Key features of critical writing. Key features in critical writing include: Presenting strong supporting evidence and a clear argument that leads to a reasonable conclusion. Presenting a balanced argument that indicates an unbiased view by evaluating both the evidence that supports your argument as well as the counter-arguments that may show an ...
Critical thinking
Critical thinking is important in all subjects and disciplines - in science and engineering, as well as the arts and humanities. ... Academic writing. You should also consider the language you will use to introduce a range of viewpoints and to evaluate the various sources of evidence. This will help your reader to follow your argument.
Writing to Think: Critical Thinking and the Writing Process
Released in January 2011, an important study of college students over four years concluded that by graduation "large numbers [of American undergraduates] didn't learn the critical thinking, complex reasoning and written communication skills that are widely assumed to be at the core of a college education" (Rimer, 2011, para. 1).
Critical Thinking in College Writing: From the Personal to the Academic
Since critical thinking and analysis are key elements of the reading and writing you will do in college, it is important to understand how they form a part of academic writing. No matter how intimidating the term "academic writing" may seem (it is, after all, associated with advanced writing and becoming an expert in a field of study ...
3.1: Critical Thinking in College Writing
Since critical thinking and analysis are key elements of the reading and writing you will do in college, it is important to understand how they form a part of academic writing. No matter how intimidating the term "academic writing" may seem (it is, after all, associated with advanced writing and becoming an expert in a field of study ...
Critical thinking for critical writing
Critical writing depends on critical thinking. Your writing will involve reflection on written texts: that is, critical reading. ... Critical reading is an important step for many academic assignments. Critically engaging with the work of others is often a first step in developing our own arguments, interpretations, and analysis. ...
PDF ACADEMIC WRITING
Academic writing is built upon three truths that aren't self-evident: - Writing is Thinking: While "writing" is traditionally understood as the expression of thought, we'll redefine "writing" as the thought process itself. Writing is not what you do with thought. Writing is thinking. - Writing is a Process: Both the ...
Critical Thinking in Academic Research
Critical Thinking in Academic Research - 2nd Edition provides examples and easy-to-understand explanations to equip students with the skills to develop research questions, evaluate and choose the right sources, search for information, and understand arguments. This 2nd Edition includes new content based on student feedback as well as additional interactive elements throughout the text.
What is Critical Thinking in Academics
The importance of critical thinking in academics cannot be overstated. It equips students with the skills to discern credible sources from unreliable ones, develop well-informed arguments, and approach problems with a solution-oriented mindset. The Origins and Evolution of Critical Thinking. The idea of critical thinking isn't a new-age concept.
Bridging critical thinking and transformative learning: The role of
In recent decades, approaches to critical thinking have generally taken a practical turn, pivoting away from more abstract accounts - such as emphasizing the logical relations that hold between statements (Ennis, 1964) - and moving toward an emphasis on belief and action.According to the definition that Robert Ennis (2018) has been advocating for the last few decades, critical thinking is ...
What is critical thinking?
Critical thinking is a kind of thinking in which you question, analyse, interpret , evaluate and make a judgement about what you read, hear, say, or write. The term critical comes from the Greek word kritikos meaning "able to judge or discern". Good critical thinking is about making reliable judgements based on reliable information.
The Importance of Critical Thinking in Writing (and How to Apply It)
Critical thinking in writing is related to research in the way you deliberately search, analyze and evaluate ideas that you'll put on paper. However, critical thinking discriminates information and ideas to ensure you pick and use only the most appropriate, concise words and paragraphs that deliver messages powerfully and with great impact on ...
Critical Thinking: Critical For Academic Success
It develops students' ability to think critically in an academic context right from the start of their language learning. Critical thinking is at the heart of Unlock, fostering the skills and strategies students need to tackle academic tasks when gathering and evaluating information, organizing and presenting their ideas, and then reflecting ...
Exploring the Connection between Critical Thinking Skills and Academic
The teaching of critical thinking skills can be embedded in the teaching of writing in the classroom. This study explores the connection between critical thinking skills and academic writing. It ...
The Role of Critical Thinking in Academic Writing: an Investigation of
It is generally considered that evidence of critical thinking, as expressed through argumentation, is central to successful academic writing at Western universities. However, the concept of critical thinking is complex: its nature is difficult to define and students, especially those coming from 'non-Western' backgrounds, are perceived to have difficulty in implementing a critical ...
4 The importance of critical thinking and analysis in academic studies
Part of this requires use of 'higher-order thinking skills', which are the skills used to analyse and manipulate information (rather than just memorise it). In the 1950s, Benjamin Bloom identified a set of important study and thinking skills for university students, which he called the 'thinking triangle' (Bloom, 1956) (Figure 1).
Importance and development of Critical Thinking in BA Academic Writing
Critical thinking has been shown to foster students' abilities to analyze, evaluate, and judge the value of the information presented to them both inside, and outside, the classroom (Lund, 2016). Critical thinking also helps students to make their own decisions related to their academic, and future employment, success (Nold, 2017).
PDF Students' Critical Thinking in Academic Writing: Perspectives Of
concrete definition of what constitutes critical thinking as a skill to their students before they drive them to the direction of becoming critical thinkers, they should explain the importance of critical thinking in academic writing to students, the university's curriculum should explicitly incorporate
What is academic writing and why is it important?
Academic writing has become an increasingly important part of education as parents and educators realize the value of critical thinking skills and preparing students for college. Still, many students, parents, and even other teachers don't have a great grasp on this area of learning and why it is so critical.
A Guide On How to Write a Critical Thinking Essay
This section underscores the importance of academic integrity and the value of well-supported arguments. Steps to Writing a Good Critical Thinking Essay Understand the Assignment: Ensure you fully understand the essay prompt and requirements. Identify the key questions you need to answer and the objectives you need to achieve.
Critical Thinking: A Simple Guide and Why It's Important
Critical Thinking: A Simple Guide and Why It's Important was originally published on Ivy Exec. Strong critical thinking skills are crucial for career success, regardless of educational background. It embodies the ability to engage in astute and effective decision-making, lending invaluable dimensions to professional growth.

Academic Writing: Critical Thinking & Writing

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3 Critical Thinking in College Writing: From the Personal to the Academic

Attentive Reading: A Foundation for Critical Thinking

Listing Important Ideas

Noticing Key Terms and Summarizing Important Quotes

Writing a Personal Response: Looking Inward

Making an Academic Connection: Looking Outward

Crafting the Essay

Modeling Good Writing

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3.1: Critical Thinking in College Writing - From the Personal to the Academic

Attentive Reading: A Foundation for Critical Thinking

Listing Important Ideas

Noticing Key Terms and Summarizing Important Quotes

Writing a Personal Response: Looking Inward

Making an Academic Connection: Looking Outward

Crafting the Essay

Modeling Good Writing

Works Cited

Critical thinking for critical writing

How to read critically

Why to read critically

Critical Thinking in Academic Research - Second Edition

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What is Critical Thinking in Academics – Guide With Examples

What is Critical Thinking?

The Origins and Evolution of Critical Thinking

Historical Perspective on the Concept of Critical Thinking

Philosophers and Educators Who Championed Critical Thinking

Al-Farabi And Ibn Rushd (Averroes)

Sir Francis Bacon

Paulo Freire

Characteristics of Critical Thinkers

1. Open-mindedness

2. Analytical Nature

3. Scepticism