my favorite sport essay in urdu

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My favourite game cricket essay in urdu | میرا پسندیدہ کھیل پر ایک مضمون

Today we write my favourite game cricket essay in urdu writing for class 1,2,3,4,5,6,7,8,9,10 and others for boys kids and girls in short and easy wording with PDF

Cricket is one of the most famous games in the world. It has a different position and rules from any other sports played in the world. It is a bat and ball game played between two teams of eleven players each on a field, at the centre of which is a rectangular 22-yard long pitch. A cricket match is completed in one day on the grounds, but can last up to five days in a Test match played at a neutral venue. Dating back to the 16th century, cricket has become one of the most popular sports in the world.

Ten lines essay on cricket in Urdu | اردو میں کرکٹ پر دس

Why cricket is the most popular in Pakistan? | پاکستان میں کرکٹ سب سے زیادہ مقبول کیوں؟

There are many reasons why cricket is the most popular game in Pakistan. For one, cricket is a very exciting and fast-paced sport that is enjoyed by people of all ages.

Additionally, cricket is a relatively simple game to understand and follow, which makes it accessible to a wide range of people. Moreover, cricket is a very social game and is often played in communal settings, which helps to bring people together. Finally, cricket is a game that is steeped in history and tradition in Pakistan, and is thus deeply ingrained in the culture.

پاکستان میں کرکٹ کے مقبول ترین کھیل ہونے کی بہت سی وجوہات ہیں۔ ایک تو کرکٹ ایک بہت ہی دلچسپ اور تیز رفتار کھیل ہے جس سے ہر عمر کے لوگ لطف اندوز ہوتے ہیں۔ مزید برآں، کرکٹ سمجھنے اور پیروی کرنے کے لیے نسبتاً آسان کھیل ہے، جو اسے لوگوں کی ایک وسیع رینج کے لیے قابل رسائی بناتا ہے۔ مزید یہ کہ کرکٹ ایک بہت ہی سماجی کھیل ہے اور اکثر فرقہ وارانہ ماحول میں کھیلا جاتا ہے، جو لوگوں کو اکٹھا کرنے میں مدد کرتا ہے۔ آخر میں، کرکٹ ایک ایسا کھیل ہے جو پاکستان میں تاریخ اور روایت سے جڑا ہوا ہے، اور اس طرح ثقافت میں گہرا جڑا ہوا ہے

In this essay, we write on essay on cricket in Urdu, and we select cricket as my favourite game and others have different passion like badminton , football, hockey, baseball, snooker etc. If you love to play cricket with me, write in a comment section, we will find a neutral venue and play cricket with all of you.

NOTE : you can also read maholiyati aloodgi essay in urdu

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Essay on My Favorite Sport (Football)

فٹ بال میرا پسندیدہ کھیل ہے۔ یہ پوری دنیا میں ایک بہت مشہور گیم ہے۔ تقریباً ہر سکول اور کالج میں فٹ بال ٹیم ہوتی ہے۔

فٹ بال پرسکون ایک دلچسپ کھیل ہے۔ یہ کھیل دو ٹیموں کے درمیان کھیلا جاتا ہے جس میں ہر طرف گیارہ کھلاڑی ہوتے ہیں۔ ہر گول کھیل کے میدان کے دونوں سرے پر، زمین سے آٹھ فٹ کے فاصلے پر، آٹھ گز کے فاصلے پر دو سیدھی پوسٹوں پر مشتمل ہوتا ہے۔

یہ ایک فعال کھیل ہے۔ ہر پارٹی کے ایک کھلاڑی، گول کیپر، کو ان پوسٹوں کے درمیان رکھا جاتا ہے تاکہ وہ اپنی ٹیم کے گول کا دفاع کرے۔ ہر گول کیپر کے سامنے دو پیچھے کھڑے ہوں۔ ان کا بنیادی فرض یہ ہے کہ وہ مخالفین کو گیند کو گول کے کافی قریب لانے سے روکیں تاکہ اس میں گولی لگ سکے۔ پیٹھ کے آگے تین آدھی پیٹھیں ہیں۔ وہ دو کام انجام دیتے ہیں۔ انہیں جارحانہ انداز میں کھیلنا ہوگا اور فارورڈز کی مدد کرنی ہوگی۔ انہیں دفاعی انداز میں بھی کھیلنا ہوگا اور پشتوں کی مدد کرنی ہوگی۔ پانچ فارورڈز، جو پورے گراؤنڈ میں ایک قطار میں کھڑے ہوتے ہیں، بنیادی طور پر جارحانہ انداز میں کھیلتے ہیں۔ کسی بھی کھلاڑی کو اپنے ہاتھوں سے گیند کو چھونے کی اجازت نہیں ہے، جب وہ کھیل میں ہو، کسی مخالف کو دھکیلنے کے لیے، یا کھردرے کھیل میں ملوث ہو۔ لیکن گول کیپرز کو گیند کو پکڑنے کے لیے اپنے ہاتھ استعمال کرنے کی اجازت ہے۔

کھیل کے اپنے اصول ہیں۔ کھیل کا میدان 200 گز لمبا اور 60 گز چوڑا ہونا چاہیے۔ اس کے چاروں کونوں پر چار جھنڈوں کا نشان ہونا چاہیے۔ یہ بتانے کے لیے دو لائن مین مقرر کیے جائیں کہ گیند کہاں سے لائن کراس کرتی ہے اور ساتھ ہی یہ فیصلہ کرنے کے لیے کہ کس پارٹی نے گیند کو اندر پھینکنا ہے۔ مقررہ وقت پر میدان کے بیچ سے ایک کک کھیل کے آغاز کی نشاندہی کرتی ہے۔ مخالفین کو گیند کے دس گز کے اندر اندر آنے کی اجازت نہیں ہے، جب تک کہ اسے اس طرح لات نہ مارا جائے۔ ہر کھیل میں ایک ریفری کا تقرر کیا جاتا ہے جس کا فرض قوانین کو نافذ کرنا اور تمام متنازعہ نکات کا فیصلہ کرنا ہوتا ہے۔ جہاں تک کھیل کے حقائق کا تعلق ہے ریفری کا فیصلہ حتمی ہے۔ ریفری کھیل کا ریکارڈ بھی رکھتا ہے اور اس کے ٹائم کیپر کے طور پر کام کرتا ہے۔ لائن مین ریفری کو اپنے فیصلے کرنے میں مدد کرتے ہیں۔

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School Education /

Essay on My Favourite Sport: Samples in 100 Words and 200 Words

Updated on
Apr 23, 2024

Sports is a physical activity which is considered good for both mental and physical health. It has the unique ability to attract the attention of the audience. In sports, people display their strength and skills by competing with the other person either for serious competition or for entertainment . The personality of a sportsperson can be understood by the type of sport he/she plays. All the sports are categorised into two types; indoor and outdoor. In this blog, we will provide you with some sample essay on my favourite sports , so that you can get an idea about how you can frame your essay for school or essay writing competition. Stay tuned and continue reading this article!

Table of Contents

1 My Favourite Sport Essay 100 words
2 Essay on My Favourite Sport 250 words
3 Essay on My Favourite Sport Badminton
4 Essay on My Favourite Sport Cricket

My Favourite Sport Essay 100 words

I am a great fan of basketball. I used to practice this game since I was in class 5th. My parents and my coach encouraged me a lot to perform well in my favourite sport. I believe that it is a game that combines strategy, athleticism, and teamwork . The best thing I like about this sport is the dribbling of the basketball. I love playing basketball with my friends at the society’s basketball court.

We used to gather every evening at 6:30 and play a match regularly to maintain the stamina and the pace of precision shooting. The winning situation in this game is completely dependent on teamwork, the result could be truly magical. Basketball is the sport that keeps me captivated with its adrenaline-pumping excitement.

Essay on My Favourite Sport 250 words

My favourite sport is everyone’s favourite. Yes, Cricket it is. Cricket is often known as the ‘ Gentleman’s Game .’ Almost every Indian loves cricket for us this sport is not just a game it is an emotion. The entire Nation keeps a keen eye on the World Cup match when our country is performing.

My idol is Hon’ble Sachin Tendulkar and MS Dhoni. In my childhood, I tried to copy their style and always wished to be a good cricket player. As it is rightly said ‘Practice makes a Man Perfect.’ I also believed in it and practised with my school cricket team to become a good cricket player. My endurance and dedication helped me to secure the position of opening batsman for the school cricket team and we are presenting our school at the district-level cricket competition.

The main reason cricket resonates with me is its rich history and traditions. It’s a sport that has been played for centuries, and it carries with it a sense of timelessness. The iconic venues, the legends of the game, and the celebrated rivalries all contribute to the sport’s allure. Whether it’s the Ashes battles between England and Australia or the fervent India-Pakistan contests, cricket has a way of gripping the hearts and minds of fans around the world.

Cricket not only teaches sportsmanship but also helps us learn about teamwork, patience, dedication, etc. My dream is to build a successful cricket career. To accomplish my goals I am planning to take admission in the cricket academy and learn from experts.

In conclusion, cricket is more than a sport to me; it’s a culture, a passion, and a source of endless joy in my life. Its rich heritage, technical intricacies, and life lessons will forever held close to my heart.

Essay on My Favourite Sport Badminton

Among all the indoor and outdoor activities, I love to play badminton the most. Badminton is played as an indoor and outdoor game but traditionally it was an indoor game. It is one of the most admired sports among children and adults. Badminton is my favourite sport because it requires speed, practice, precision, stamina, and accuracy all at the same time.

A player needs to be very attentive while playing badminton. When each stroke of the shuttle makes a ‘whoosh’ sound, it infuses a feeling of competitiveness and enthusiasm to perform extraordinarily against the opponent.

I am a huge admirer of Saina Nehwal and PV Sindhu. Watching them perform makes me feel so proud and more inclined towards the sport. It’s my dream to play a badminton tournament at the National level and win for the country.

Also Read: Essay on Neeraj Chopra in English for School Students

Essay on My Favourite Sport Cricket

Kajal Thareja

Hi, I am Kajal, a pharmacy graduate, currently pursuing management and is an experienced content writer. I have 2-years of writing experience in Ed-tech (digital marketing) company. I am passionate towards writing blogs and am on the path of discovering true potential professionally in the field of content marketing. I am engaged in writing creative content for students which is simple yet creative and engaging and leaves an impact on the reader's mind.

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Essay On Sports In Urdu

Featured Example Essay

This featured Essay On Sports In Urdu is one of many example essays available on this topic.

Sample Essay Examples

Essay On Badminton In Urdu

Back to: Urdu Essays List 3

موجودہ دور کے مشہور کھیلوں میں بیڈمنٹن کا بھی شمار ہوتا ہے۔ بیڈمنٹن گھر میں اور گھر کے باہر بھی چھوٹی جگہوں میں کھیلے جانے والا کھیل ہے جسے کھیلنے کے لیے بہت زیادہ جگہ کی ضرورت نہیں پڑتی ہے بلکہ اسے کہیں بھی آسانی کے ساتھ کھیلا جا سکتا ہے۔ بیڈمنٹن کھیلنے کے لئے گراؤنڈ کی بھی ضرورت نہیں ہوتی۔ اس میں کم از کم دو لوگوں کی ضرورت ہوتی ہے۔اس کے علاوہ دو ریکیٹ اور ایک شٹلکاک کی بھی ضرورت ہوتی ہے جو بہت ہلکی ہوتی ہے۔

بیڈمنٹن کھیلنے میں بہت لطف آتا ہے۔ اسے کھیل کر جسم میں خون کا بہاؤ صحیح رہتا ہے جو دل کی بیماریوں کو دور کرنے کا سبب بنتا ہے۔ اس کھیل میں “ڈرائیو” اور “فلک” دو خدمات ہیں ، جس میں حصہ لینے والا زیادہ تر پوائنٹس جیتتا ہے۔ اس کھیل کے اصول بہت آسان ہیں لہذا ہر کوئی اس کھیل کو کھیلنا پسند کرتا ہے۔ ہمارے ملک میں بیڈمنٹن کے لیے ہر سال پیشہ ور کھلاڑیوں کو کھیلنے کے لئے اس کھیل کے مقابلے کا انعقاد کیا جاتا ہے۔ جس کا اہتمام اسکول ، ضلع ، ریاست اور قومی سطح پر مختلف سطحوں پر کیا جاتا ہے۔ اس میں ، جیتنے والا کھلاڑی یا ٹیم میڈل حاصل کرتی ہے اور اسے بھی عزت کی نگاہ سے دیکھا جاتا ہے۔ آج کل ہمارے ایشیائی ممالک میں بیڈمنٹن کھیل بہت مشہور ہو رہا ہے کیونکہ اب اس کھیل کو بین الاقوامی شہرت بھی حاصل ہو رہی ہے۔ *پی وی سنڈھو* ہندوستان کی مشہور بیڈمنٹن کھلاڑی نے 2016 کے سمر اولمپکس میں ہندوستان میں پہلی بار چاندی کا تمغہ جیتا تھا۔ ہمارے لئے یہ بڑی خوشی کی بات ہے کہ ہمارے ملک کی لڑکیاں بھی بین الاقوامی سطح پر بیڈ منٹن کا کھیل کھیل رہی ہیں۔

بیڈمنٹن کھیلنے کے بعد ہمارا جسم صحت مند ہو جاتا ہے اور ہم پوری توجہ کے ساتھ تعلیم حاصل کرسکتے ہیں۔ میں کہتا ہوں کہ تمام لوگوں کو یہ کھیل کھیلنا چاہئے کیونکہ اسے کھیلنے سے صحت کے ساتھ ساتھ دماغ بھی صحت مند ہوتا ہے۔ بیڈمنٹن ایسا کھیل ہے جو نہ زیادہ مہنگا ہے اور نہ ہی زیادہ سستا ہے۔ یہ کم قیمت پر بھی خریدا جا سکتا ہے اور یہ بڑی قیمتوں میں بھی خریدا جاتا ہے۔ الگ الگ کمپنیوں کے بیڈمنٹن کی الگ الگ قیمتیں ہیں۔ لیکن اس کے فوائد پر غور کریں تو یہ کچھ بھی نہیں ہے۔ بیڈمنٹن کھیلنے کے لیے اس کا سامان شہروں اور دیہاتوں میں بھی آسانی سے دستیاب ہوتا ہے۔ آج کل آپ گلی محلّے میں بچوں کو بیڈمنٹن کھیلتا ہوا دیکھ سکتے ہیں۔ اور یہ کھیل ہندوستان میں مقبول ہونے کی ایک اور وجہ یہ ہے کہ چونکہ ہندوستان میں آبادی بڑھ رہی ہے ، شہروں میں جگہ کی قلت ہے ، لہذا کرکٹ کھیلنے کے لئے بہت جگہ کی ضرورت ہے لیکن بیڈمنٹن چھوٹی جگہ میں بھی کھیلا جاسکتا ہے۔ اسلیے بیڈمنٹن میرے چند پسندیدہ کھیلوں میں سے ایک ہے۔

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critical thinking english composition

Critical thinking, critical thinking helps readers evaluate the credibility of an argument..

Learning objectives.

By the end of this section, you will be able to:

Explain how thinking critically about another author’s work can improve your own
Judge whether or not an author’s argument is solid or in need of improvement using critical thinking
Critical thinking is a vital skill for students taking writing-intensive courses in unfamiliar disciplines. The humanities, natural sciences, and social sciences all utilize an arsenal of critical thinking skills, analytical methods, and theoretical material; critical thinking enables you to apply theories or methods from your area of expertise to another, and vice versa. You may even find commonalities between your discipline and the unfamiliar subject that you can use to expand the scope of your work or add a fresh perspective.
Discovering a flaw in another source’s argument can inspire great paper ideas. An argument that directly engages with other writers in your discipline will make your work automatically relevant. This approach also demonstrates an active engagement with the current discourse surrounding your topic. As you read other sources, ask analytical questions to see if you can uncover any flaws or inconsistencies: Are key terms clearly defined, and do you agree with those definitions? Are the writers experts in their field? Upon what assumptions and theoretical frameworks do the argument rely? Are these assumptions and frameworks appropriate for the discipline? Is the methodology valid? Does the argument have consistent logic? Are the style and organization appropriate, or do they obscure certain details? What is the intended audience for this work? What is the author’s intent in writing this work? Does the author have any ulterior motives or conflicts of interest that might undermine credibility?
French philosopher Michel Foucault based his famous book, The History of Sexuality , on his belief that the popular “repressive hypothesis” is a flawed. The repressive hypothesis suggests that the nineteenth century marked a rapid escalation in our centuries-old progression toward repressing sexual drives and discouraging conversations about sexuality. Foucault contends that, while references to sexuality became increasingly coded and symbolic in the nineteenth century, discussion of sexual matters actually increased. He cites examples of unprecedented expectations for official sexual disclosures in the nineteenth century, such as the Catholic Church’s focus on increasing the frequency and formal importance of confession. Foucault mocks his contemporaries as the “Other Victorians,” unable to stop talking about how they cannot talk about sexuality.
Anthropologist Claude Lévi-Strauss’ research plays an important role in Jacques Derrida’s landmark book Of Grammatology . The connection between the two thinkers is not immediately obvious: Derrida is primarily known for his theories about literary interpretation and linguistics; Derrida finds common ground with Lévi-Strauss, however, in their shared interest in the relationship between speech and writing. When he discusses Lévi-Strauss’ field research on native languages, Derrida reveals assumptions about the origin of language in a way that enriches his own text-based approach.

In researching the status quo, you will probably come across work by other writers that you would like to use in your own writing. This can be a very successful argument strategy when done properly. Using sources well means doing more than just repeating what other authors say; you need to engage with your source text – comment on it, argue with it, analyze it, expand upon it. To do any of those things, you need to start with a thorough and accurate understanding of the other authors’ work.

This level of understanding begins with thinking critically about the texts you are reading. In this case, “critically” does not mean that you are looking for what is wrong with a work (although in the course of your critical process, you may well do that). Instead, thinking critically means approaching a work as if you were a critic or commentator. Your primary goal is to evaluate the text at hand.

This is an essential step in analyzing a text, and it requires you to consider many different aspects of a writer’s work. Do not just consider what the text says. Think about what effect the author intended to produce in a reader. Look at the process through which the writer achieves (or does not achieve) the desired effect, and which rhetorical strategies are being used. If you disagree with a text, what is the point of contention? If you agree with it, how do you think you can expand or build upon the argument put forth?

Critical thinking has many uses. If you apply it to a work of literature, for example, it can become the foundation of a detailed textual analysis. With scholarly articles, critical thinking can help you evaluate their potential reliability as future sources. Finding an error in someone else’s argument can be the point of destabilization you need to make a worthy argument of your own. Critical thinking can even help you hone your own argumentation skills, since it requires you to think carefully about which strategies are effective for making arguments.

Critical thinking is a method of approaching texts that calls for a reader to consider what the author is arguing and how he or she makes that argument.
Critical thinking is one of the first essential steps in analyzing and writing about a text, topic, or argument.
Thinking critically about other writers’ work can help you improve your own. By applying the same critical standards you use when reading someone else’s work to your own, you can greatly increase the clarity, accuracy, and value of your work.
The state of things; the way things are, as opposed to the way they could be; the existing state of affairs.
A method of thinking involving analysis and evaluation. It questions assumptions with the goal of deciding whether a claim is always true, sometimes true, partly true, or false.
Critical Thinking. Provided by : Boundless. Located at : https://www.boundless.com/writing/textbooks/boundless-writing-textbook/introduction-to-the-practice-of-writing-1/critical-reading-7/critical-thinking-37-64/? . Project : Boundless Writing. License : CC BY-SA: Attribution-ShareAlike
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Overview of Instructor Resources

An Overview of the Writing Process

Introduction to the Writing Process
Introduction to Writing
Your Role as a Learner
What is an Essay?
Reading to Write
Defining the Writing Process
Videos: Prewriting Techniques
Thesis Statements
Organizing an Essay
Creating Paragraphs
Conclusions
Editing and Proofreading
Matters of Grammar, Mechanics, and Style
Peer Review Checklist
Comparative Chart of Writing Strategies

Using Sources

Quoting, Paraphrasing, and Avoiding Plagiarism
Formatting the Works Cited Page (MLA)
Citing Paraphrases and Summaries (APA)
APA Citation Style, 6th edition: General Style Guidelines

Definition Essay

Definitional Argument Essay
How to Write a Definition Essay
Video: Thesis Explained
Effective Thesis Statements
Student Sample: Definition Essay
Narrative Essay
Introduction to Narrative Essay
Student Sample: Narrative Essay
"Shooting an Elephant" by George Orwell
"Sixty-nine Cents" by Gary Shteyngart
Video: The Danger of a Single Story
How to Write an Annotation
How to Write a Summary
Writing for Success: Narration

Illustration/Example Essay

Introduction to Illustration/Example Essay
"She's Your Basic L.O.L. in N.A.D" by Perri Klass
"April & Paris" by David Sedaris
Writing for Success: Illustration/Example
Student Sample: Illustration/Example Essay

Compare/Contrast Essay

Introduction to Compare/Contrast Essay
"Disability" by Nancy Mairs
"Friending, Ancient or Otherwise" by Alex Wright
"A South African Storm" by Allison Howard
Writing for Success: Compare/Contrast
Student Sample: Compare/Contrast Essay

Cause-and-Effect Essay

Introduction to Cause-and-Effect Essay
"Cultural Baggage" by Barbara Ehrenreich
"Women in Science" by K.C. Cole
Writing for Success: Cause and Effect
Student Sample: Cause-and-Effect Essay

Argument Essay

Introduction to Argument Essay
Rogerian Argument
"The Case Against Torture," by Alisa Soloman
"The Case for Torture" by Michael Levin
How to Write a Summary by Paraphrasing Source Material
Writing for Success: Argument
Student Sample: Argument Essay
Grammar/Mechanics Mini-lessons
Mini-lesson: Subjects and Verbs, Irregular Verbs, Subject Verb Agreement
Mini-lesson: Sentence Types
Mini-lesson: Fragments I
Mini-lesson: Run-ons and Comma Splices I
Mini-lesson: Comma Usage
Mini-lesson: Parallelism
Mini-lesson: The Apostrophe
Mini-lesson: Capital Letters
Grammar Practice - Interactive Quizzes
De Copia - Demonstration of the Variety of Language
Style Exercise: Voice

Chap. 2: Critical Thinking

Defining critical thinking.

Thinking comes naturally. You don’t have to make it happen—it just does. But you can make it happen in different ways. For example, you can think positively or negatively. You can think with “heart” and you can think with rational judgment. You can also think strategically and analytically, and mathematically and scientifically. These are a few of multiple ways in which the mind can process thought.

What are some forms of thinking you use? When do you use them, and why?

As a college student, you are tasked with engaging and expanding your thinking skills. One of the most important of these skills is critical thinking. Critical thinking is important because it relates to nearly all tasks, situations, topics, careers, environments, challenges, and opportunities. It’s not restricted to a particular subject area.

Critical thinking is clear, reasonable, reflective thinking focused on deciding what to believe or do. It means asking probing questions like, “How do we know?” or “Is this true in every case or just in this instance?” It involves being skeptical and challenging assumptions, rather than simply memorizing facts or blindly accepting what you hear or read.

Imagine, for example, that you’re reading a history textbook. You wonder who wrote it and why, because you detect certain assumptions in the writing. You find that the author has a limited scope of research focused only on a particular group within a population. In this case, your critical thinking reveals that there are “other sides to the story.”

Who are critical thinkers, and what characteristics do they have in common? Critical thinkers are usually curious and reflective people. They like to explore and probe new areas and seek knowledge, clarification, and new solutions. They ask pertinent questions, evaluate statements and arguments, and they distinguish between facts and opinion. They are also willing to examine their own beliefs, possessing a manner of humility that allows them to admit lack of knowledge or understanding when needed. They are open to changing their mind. Perhaps most of all, they actively enjoy learning, and seeking new knowledge is a lifelong pursuit.

This may well be you!

No matter where you are on the road to being a critical thinker, you can always more fully develop your skills. Doing so will help you develop more balanced arguments, express yourself clearly, read critically, and absorb important information efficiently. Critical thinking skills will help you in any profession or any circumstance of life, from science to art to business to teaching.

Critical Thinking and Logic

Critical thinking is fundamentally a process of questioning information and data. You may question the information you read in a textbook, or you may question what a politician or a professor or a classmate says. You can also question a commonly-held belief or a new idea. With critical thinking, anything and everything is subject to question and examination.

Logic’s Relationship to Critical Thinking

The word logic comes from the Ancient Greek logike , referring to the science or art of reasoning. Using logic, a person evaluates arguments and strives to distinguish between good and bad reasoning, or between truth and falsehood. Using logic, you can evaluate ideas or claims people make, make good decisions, and form sound beliefs about the world. [1]

Questions of Logic in Critical Thinking: An Example

Let’s use a simple example of applying logic to a critical-thinking situation. In this hypothetical scenario, a woman has a PhD in political science, and she works as a professor at a local college. Her husband works at the college, too. They have three young children in the local school system, and their family is well known in the community.

The woman is now running for political office. Are her credentials and experience sufficient for entering public office? Will she be effective in the political office? Some voters might believe that her personal life and current job (she teaches political science after all), on the surface, suggest she will do well in the position, and they will vote for her.

In truth, the characteristics described don’t guarantee that the woman will do a good job. The information is somewhat irrelevant. What else might you want to know? How about whether the woman has already held a political office and done a good job? In this case, we want to ask: How much information is adequate in order to make a decision based on logic instead of assumptions?

The following questions, presented in Figure 1, below, are ones you may apply to formulating a logical, reasoned perspective in the above scenario or any other situation:

What’s happening? Gather the basic information and begin to think of questions.
Why is it important? Ask yourself why it’s significant and whether or not you agree.
What don’t I see? Is there anything important missing?
How do I know? Ask yourself where the information came from and how it was constructed.
Who is saying it? What’s the position of the speaker and what is influencing them?
What else? What if? What other ideas exist and are there other possibilities?

Infographic titled "Questions a Critical Thinker Asks." From the top, text reads: What's Happening? Gather the basic information and begin to think of questions (image of two stick figures talking to each other). Why is it Important? Ask yourself why it's significant and whether or not you agree. (Image of bearded stick figure sitting on a rock.) What Don't I See? Is there anything important missing? (Image of stick figure wearing a blindfold, whistling, walking away from a sign labeled Answers.) How Do I Know? Ask yourself where the information came from and how it was constructed. (Image of stick figure in a lab coat, glasses, holding a beaker.) Who is Saying It? What's the position of the speaker and what is influencing them? (Image of stick figure reading a newspaper.) What Else? What If? What other ideas exist and are there other possibilities? (Stick figure version of Albert Einstein with a thought bubble saying "If only time were relative...".

"logic." Wordnik . n.d. Web. 16 Feb 2016. ↵
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Foundations of Academic Success. Authored by : Thomas C. Priester, editor. Provided by : Open SUNY Textbooks. Located at : http://textbooks.opensuny.org/foundations-of-academic-success/ . License : CC BY-NC-SA: Attribution-NonCommercial-ShareAlike
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Critical Thinking 101: Spectrum of Authority. Authored by : UBC Leap. Located at : https://youtu.be/9G5xooMN2_c . License : CC BY: Attribution
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Critical Thinking.wmv. Authored by : Lawrence Bland. Located at : https://youtu.be/WiSklIGUblo . License : All Rights Reserved . License Terms : Standard YouTube License

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Explain how thinking critically about another author’s work can improve your own
Judge whether or not an author’s argument is solid or in need of improvement using critical thinking

Example \(\PageIndex{1}\):

Discovering a flaw in another source’s argument can inspire great paper ideas. An argument that directly engages with other writers in your discipline will make your work automatically relevant. This approach also demonstrates an active engagement with the current discourse surrounding your topic. As you read other sources, ask analytical questions to see if you can uncover any flaws or inconsistencies: Are key terms clearly defined, and do you agree with those definitions? Are the writers experts in their field? Upon what assumptions and theoretical frameworks do the argument rely? Are these assumptions and frameworks appropriate for the discipline? Is the methodology valid? Does the argument have consistent logic? Are the style and organization appropriate, or do they obscure certain details? What is the intended audience for this work? What is the author’s intent in writing this work? Does the author have any ulterior motives or conflicts of interest that might undermine credibility?
French philosopher Michel Foucault based his famous book, The History of Sexuality , on his belief that the popular “repressive hypothesis” is a flawed. The repressive hypothesis suggests that the nineteenth century marked a rapid escalation in our centuries-old progression toward repressing sexual drives and discouraging conversations about sexuality. Foucault contends that, while references to sexuality became increasingly coded and symbolic in the nineteenth century, discussion of sexual matters actually increased. He cites examples of unprecedented expectations for official sexual disclosures in the nineteenth century, such as the Catholic Church’s focus on increasing the frequency and formal importance of confession. Foucault mocks his contemporaries as the “Other Victorians,” unable to stop talking about how they cannot talk about sexuality.
Anthropologist Claude Lévi-Strauss’ research plays an important role in Jacques Derrida’s landmark book Of Grammatology . The connection between the two thinkers is not immediately obvious: Derrida is primarily known for his theories about literary interpretation and linguistics; Derrida finds common ground with Lévi-Strauss, however, in their shared interest in the relationship between speech and writing. When he discusses Lévi-Strauss’ field research on native languages, Derrida reveals assumptions about the origin of language in a way that enriches his own text-based approach.

Thinking critically about other writers’ work can help you improve your own. By applying the same critical standards you use when reading someone else’s work to your own, you can greatly increase the clarity, accuracy, and value of your work.
status quo : The state of things; the way things are, as opposed to the way they could be; the existing state of affairs
critical thinking : A method of thinking involving analysis and evaluation. It questions assumptions with the goal of deciding whether a claim is always true, sometimes true, partly true, or false

EnglishComposition.Org

Be a Better Writer

What is English Composition?

English Composition is a course designed to improve your reading, writing, and critical thinking skills. You are usually required to take the course during your first year of college, often broken into two sections. Typical course titles include English Composition 1 & 2 or 101 & 102, but the course titles and course requirements vary considerably.

The goal of English Composition is to teach students how to read and write effectively.

What to Expect in an English Composition Course

English composition courses teach you how to use language and other communicative elements (e.g., visual elements) for a variety of purposes. Whether it's learning how to write an essay or research paper, speak confidently in class, or work on group projects, the skills taught in these courses can help you succeed in college and beyond. You'll be able to build your professional prospects with valuable analytical ability and communication skills. Composition courses almost universally address the aforementioned skills, though they vary a great deal in the types of assignments and projects they assign to students in order to promote development of these skills.

Learning Outcomes from an ENG 101 Course - Example

By the end of the course, students will...

1. Use writing for learning, thinking and communicating to solve problems, draw logical conclusions and create innovative ideas.

2. Identify and evaluate the main idea, major points and supporting details in a text, film, image or presentation.

3. Identify and evaluate the author's rhetorical choices in a text, film, image or presentation.

4. Differentiate between credible and noncredible sources and select appropriate sources for the writing task.

5. Identify multiple viewpoints pertaining to a given topic and engage in verbal or written discussion of those viewpoints.

6. Recognize writing as a recursive process of inventing, planning, drafting, revising and editing, and employ these strategies in written work.

7. Collaborate with instructor and peers to evaluate written work and incorporate feedback into one's writing.

8. Learn to recognize and adapt content, form, style and tone to the audience, purpose, context and requirements of a composition assignment.

9. Organize one's writing logically using a thesis statement and other organizational strategies such as topic sentences, transitions, and/or specific introductory and conclusion techniques to create cohesive, clear writing.

10. Integrate research into written work.

11. Define plagiarism and avoid plagiarism in written work and oral presentations through proper quoting, paraphrasing and summarizing.

12. Use an appropriate system of documentation in written work, such as MLA, APA, or Chicago Style.

13. Employ the conventions of standard written English and grammar, language usage, punctuation, word choice and style.

Learning Outcomes from an ENG 102 Course - Example

1. Replicate the outcomes for ENG 101 in more complex discursive samples with particular attention to interpretation, analysis and synthesis, while emphasizing analytical reading and writing, critical thinking, logical forms of reasoning and research methodologies.

2. Demonstrate the ability to adapt language and rhetoric that serves a persuasive purpose in written argument and anticipates audience considerations.

3. Demonstrate proficiency at incorporating source material into written work through the use of sophisticated research strategies to locate both primary and secondary sources in scholarly research. All sources are properly documented to avoid plagiarism.

4. Demonstrate an understanding of logical, ethical and emotional appeals in written and oral discourse and evaluate the impact of such appeals in a given rhetorical situation.

5. Identify and evaluate the claim, grounds and warrants in a given work for logical progression of thought and quality of argument.

6. Define and identify examples of logical fallacies in a given work and explain how they weaken the claim and/or support for the argument/analysis.

7. Explain inductive and deductive forms of logic and explain how arguments are constructed around these logical forms of reasoning.

8. Assess and interpret visual arguments in a variety of media as a form of textual analysis. Media can include film, photo journalism, print advertisements, billboards, commercials or other visual representations of argument.

9. Summarize, analyze, and critically evaluate both published and student-written arguments.

10. Utilize standard written English, language usage, punctuation, word choice, style and grammar within the conventions of academic writing.

11. Demonstrate the ability to present academic work in an appropriate system of documentation.

Types of Assignments in English Composition

English Composition is a course that teaches you how to analyze a variety of texts through close reading and constructing meaningful arguments and critiques using textual evidence from a wide range of credible sources .

Unsurprisingly, essays are one of the most common types of writing assignments in the composition course. Being able to write a decent essay is essential to your success in the modern academic environment. There are many different types of essays; here are some of the kind you are likely to see:

Reflective Essay
Descriptive Essay
Explanatory Essay
Compare and Contrast Essay
Evaluation/Analytical Essay
Process Essay
The Problem/Solutions Essay
Persuasive/Argumentative Essasy
The Research Paper
Rogerian Essay

Formal essays are a large portion of your grade in any college-level writing class. You may be required to write several different types of essays on a variety of topics. Though there is overlap in the characteristics that define these essays, you will find they are distinguished by their preferences for certain organizational arrangements and modes of discourse .

English Composition and Career Success

The ability to write and communicate well is now the core of many professional career paths. Employers want writers who can promote their product or service through compelling language, narrative, tone, style, and grammar. Those with good writing skills are a hot commodity in today's job market since they can also increase productivity by creating effective marketing materials, such as sales pages on websites or brochures intended for clients.

Employers may seek out those with strong English composition abilities even if they have experience in an entirely different field because it indicates that they will likely be able to adapt easily to new areas of work without extensive (and expensive) re-training.

English composition is also closely linked with other important 21st century skill sets such as critical thinking, analytical reasoning, and communication since it requires that students learn how to form arguments using facts, while being coherent enough that others will understand their points of view clearly. These skills are becoming increasingly valuable assets to employers who need employees who are both competent and creative.

What are some ways to improve your English Composition skills?

First, you should read more. A wealth of knowledge is readily available on the internet and in free or low-cost ebooks. Reading will help you improve your vocabulary, grammar, spelling, punctuation skills, and your writing style. Second, you should study grammar rules, but don't fall into the trap of believing that good grammar equals good writing. Rather, keep in mind that most important skills a writer needs are analytical and rhetorical. You should expand and refine your knowledge of grammar and style as you build your rhetorical skills. Third, you should write, and then write some more. Writing is—in a way—its own language, and you can't get better at a language without practice. Immerse yourself in the practice of writing, and not just for school assignments. Keep a journal, write to friends on social media or in email exchanges. When you combine consistent reading with consistent writing, you will accelerate your development as a writer.

5 Excellent University Writing Websites for English Composition Students

An Online Writing Lab (OWL) is a website or an online resource designed to help students improve their writing skills and be successful in their writing-intensive courses across the curriculum. A good OWL will support students at every stage of the writing process and provide resources for a variety of writing situations.

Most colleges and universities offer some type of writing lab or resource center, though not always online—here are 5 of the best online writing labs you will find.

1. The Excelsior Online Writing Lab

The Excelsior online writing lab may be the most extensive college writing lab in terms of interactive resources, hosting a vast range of H5P -based content, such as interactive slides, quizzes, and videos—in addition to numerous web articles. It's a great resource for both students and instructors of writing. The following video provides an overview of their site, and also illustrates the quality of their video resources.

2. Purdue OWL

One of the most trusted online writing labs, and certainly the most visited, Purdue University's online writing lab offers an impressive vault of writing resources. Unfortunately, its greatest strength is also its biggest challenge, which is in trying to maintain a clean, organized presentation of so much information. Ads, pop-ups, and layout issues distract from an already daunting organizational scheme, but it has a search box and terrific sitemap to counter these issues.

3. Colorado State University

Another fantastic website for writers and instructors is Colorado State University's writing resource page . Here you will find a generous and impressive number of guides, articles, writing samples, and links to additional resources for writers, including a collection of open-source textbooks on writing.

As with the Purdue OWL, navigating the site could pose a challenge, but it does provide a much less distracting reading environment.

4. The Writing Center - UNC at Chapel Hill

User-friendly and extensive in its coverage of academic writing topics, the Writing Center by University of North Carolina at Chapel Hill is easily one of the best you'll see online—bookmark it if you're a student or teacher.

The Tips and Tools section is well organized and easy to use. Each of the topics is covered in great detail—the topic pages are good enough to be assigned reading or given as handouts in class if you're a writing teacher.

With a few exceptions, the content pages illustrate important characteristics of online writing, such as the use of headings, bullet points, and white space. This page about blogging is a good example.

You'll also find video icons next to the topics that include videos to supplement the instruction.

5. Duke - Thompson Writing Program

Duke's Thompson Writing Program provides and curates a laudable selection of writing resources on its website . Many of their resources take the form of handouts, which makes the content convenient for teachers and students who want or need to work with print copies.

The Writing Center - University of Wisconsin Madison

The Writing Center at UW-Madison provides an online writer's handbook covering an extensive list of topics to assist student writers with academic and professional writing—many of which can be printed as handouts.

Note : their content menu is in the right panel of the webpage—most sites display menus on the left or on top of the page, while showing related or popular links on the right—so don't be thrown off; use the right-side menu to navigate topics (This advice applies to desktop browsers—the layout on mobile browsers was not tested).

10 Reasons Students Drop Out of Composition Class

And finally, here's an entertaining video in which one particular English instructor combines the genres of the listicle, personal rant, and talking-head explainer video to help English students avoid common pitfalls—you might ask your own English teacher or professor for their top 10, as each will have their own preferences...and personalities : )

A Guide to English: Critical Thinking, Reading, and Writing

An Introduction to Rhetoric

Critical Thinking, Reading, and Writing

The Writing Process
Formatting and Citations
The Reference Collection
Searching for Books
Searching for Articles
Bibliographic Trace
Citation Management
Scholarly Associations
The English Language
Literary Form
Peoples and Identities
Periods and Movements in American Literature
Periods and Movements in Commonwealth Literatures
Thematic Genres and "Genre Fiction"
Award Winners (indexed)
Criticism & Theory
Creative Writing
Multimodal Composition
Text Analysis / Distant Reading
Digital Stewardship
Data Visualization
GIS and Geospatial Data
Statistical Analysis
Programming
Digital Scholarly Editing

In this Section

Academic Writing: How It's Different
Critical Thinking, Reading, and Composing

Critical thinking is one of the key goals and expectations of academic learning. Scholars in a range of fields (but especially philosophy, psychology, and education) have attempted to define what qualities make up what we call critical thinking, but one key aspect is the expectation that that we will master existing knowledge so that we are as well-positioned as we can be to revise existing understandings and create new knowledge. 1

One of the more influential models of critical thinking in the field of education is Bloom's Taxonomy, originally published in 1956 by educational psychologist Benjamin Bloom and a group of collaborators as A Taxonomy of Educational Objectives and later revised in 2001 by "A group of cognitive psychologists, curriculum theorists and instructional researchers, and testing and assessment specialists" as A Taxonomy for Teaching, Learning, and Assessment . 2

This model of learning emphasizes that we need to come to grips with the existing state of knowledge in a field -- recalling facts and basic concepts -- in order to build up to higher order tasks like understanding, applying, analyzing, evaluating, and creating knowledge ourselves.

Some students come into college believing that if they simply memorize a bunch of facts about a topic, use impressive words, and repeat them accurately and in the correct format, that will lead to a high grade. However academic culture comes with a different set of expectations. We are expected to go beyond remembering and understanding facts.

In academic writing, we aim to become full participants in an ongoing scholarly discourse , the discussion about our topic that is already taking place among experts in our field. This requires us to understand, apply, analyze, and evaluate the existing scholarly discussion about our topic, and engage with the evidence to contribute our own findings ( They Say, I Say ).

1 Lai, Emily R. "Critical thinking: A literature review." Pearson Assessments, 2011. URL: http://images.pearsonassessments.com/images/tmrs/CriticalThinkingReviewFINAL.pdf

2 Armstrong, P. (2010). Bloom’s Taxonomy. Vanderbilt University Center for Teaching. Retrieved October 9, 2022 from https://cft.vanderbilt.edu/guides-sub-pages/blooms-taxonomy/.

Critical Reading

In chapter 2 of his book, Writing in Response on "Active Reading," Matthew Parfitt discusses the following strategies for critically reading a text:

Read from Beginning to End (45)
Mark up the text (46)
Note the Knowledge Problem, Thesis Statement, and Key Claims (49)
Note Divisions, Turning Points, and Signposts (50)
Note Things That Puzzle You (51)
Gloss Unfamiliar References (51)

Parfitt also explains how to keep a Reading Journal to keep track of your own thoughts, and offers a number of further strategies for analyzing and evaluating the author's arguments, mapping the text, and ensuring that we represent the author's ideas fairly and accurately when we cite and respond to them in our papers.

<< Previous: An Introduction to Rhetoric
Next: The Writing Process >>
Last Updated: Apr 2, 2024 10:54 AM
URL: https://libguides.gustavus.edu/english

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What Is Critical Thinking? | Definition & Examples

What Is Critical Thinking? | Definition & Examples

Published on May 30, 2022 by Eoghan Ryan . Revised on May 31, 2023.

Critical thinking is the ability to effectively analyze information and form a judgment .

To think critically, you must be aware of your own biases and assumptions when encountering information, and apply consistent standards when evaluating sources .

Critical thinking skills help you to:

Identify credible sources
Evaluate and respond to arguments
Assess alternative viewpoints
Test hypotheses against relevant criteria

Why is critical thinking important, critical thinking examples, how to think critically, other interesting articles, frequently asked questions about critical thinking.

Critical thinking is important for making judgments about sources of information and forming your own arguments. It emphasizes a rational, objective, and self-aware approach that can help you to identify credible sources and strengthen your conclusions.

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
Provides evidence to support its research findings
Considers alternative viewpoints

Outside of academia, critical thinking goes hand in hand with information literacy to help you form opinions rationally and engage independently and critically with popular media.

Scribbr Citation Checker New

The AI-powered Citation Checker helps you avoid common mistakes such as:

Missing commas and periods
Incorrect usage of “et al.”
Ampersands (&) in narrative citations
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Critical thinking can help you to identify reliable sources of information that you can cite in your research paper . It can also guide your own research methods and inform your own arguments.

Outside of academia, critical thinking can help you to be aware of both your own and others’ biases and assumptions.

Academic examples

However, when you compare the findings of the study with other current research, you determine that the results seem improbable. You analyze the paper again, consulting the sources it cites.

You notice that the research was funded by the pharmaceutical company that created the treatment. Because of this, you view its results skeptically and determine that more independent research is necessary to confirm or refute them. Example: Poor critical thinking in an academic context You’re researching a paper on the impact wireless technology has had on developing countries that previously did not have large-scale communications infrastructure. You read an article that seems to confirm your hypothesis: the impact is mainly positive. Rather than evaluating the research methodology, you accept the findings uncritically.

Nonacademic examples

However, you decide to compare this review article with consumer reviews on a different site. You find that these reviews are not as positive. Some customers have had problems installing the alarm, and some have noted that it activates for no apparent reason.

You revisit the original review article. You notice that the words “sponsored content” appear in small print under the article title. Based on this, you conclude that the review is advertising and is therefore not an unbiased source. Example: Poor critical thinking in a nonacademic context You support a candidate in an upcoming election. You visit an online news site affiliated with their political party and read an article that criticizes their opponent. The article claims that the opponent is inexperienced in politics. You accept this without evidence, because it fits your preconceptions about the opponent.

There is no single way to think critically. How you engage with information will depend on the type of source you’re using and the information you need.

However, you can engage with sources in a systematic and critical way by asking certain questions when you encounter information. Like the CRAAP test , these questions focus on the currency , relevance , authority , accuracy , and purpose of a source of information.

When encountering information, ask:

Who is the author? Are they an expert in their field?
What do they say? Is their argument clear? Can you summarize it?
When did they say this? Is the source current?
Where is the information published? Is it an academic article? Is it peer-reviewed ?
Why did the author publish it? What is their motivation?
How do they make their argument? Is it backed up by evidence? Does it rely on opinion, speculation, or appeals to emotion ? Do they address alternative arguments?

Critical thinking also involves being aware of your own biases, not only those of others. When you make an argument or draw your own conclusions, you can ask similar questions about your own writing:

Am I only considering evidence that supports my preconceptions?
Is my argument expressed clearly and backed up with credible sources?
Would I be convinced by this argument coming from someone else?

If you want to know more about ChatGPT, AI tools , citation , and plagiarism , make sure to check out some of our other articles with explanations and examples.

ChatGPT vs human editor
ChatGPT citations
Is ChatGPT trustworthy?
Using ChatGPT for your studies
What is ChatGPT?
Chicago style
Paraphrasing

Plagiarism

Types of plagiarism
Self-plagiarism
Avoiding plagiarism
Academic integrity
Consequences of plagiarism
Common knowledge

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Critical thinking refers to the ability to evaluate information and to be aware of biases or assumptions, including your own.

Like information literacy , it involves evaluating arguments, identifying and solving problems in an objective and systematic way, and clearly communicating your ideas.

Critical thinking skills include the ability to:

You can assess information and arguments critically by asking certain questions about the source. You can use the CRAAP test , focusing on the currency , relevance , authority , accuracy , and purpose of a source of information.

Ask questions such as:

Who is the author? Are they an expert?
How do they make their argument? Is it backed up by evidence?

A credible source should pass the CRAAP test and follow these guidelines:

The information should be up to date and current.
The author and publication should be a trusted authority on the subject you are researching.
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Insight from the association between critical thinking and English argumentative writing: catering to English learners’ writing ability

Introduction.

English argumentative writing (EAW) is a ‘problem-solving’ cognitive process, and its relationship with critical thinking has drawn attention in China. This is because fostering EAW proficiency is a crucial element but a challenging task for Chinese high school English teaching and learning. The present study examined how critical thinking is related to Chinese high school students’ EAW performance. The study identified eight critical thinking disposition (CTD) subscales and aims to determine whether EAW and CTD are correlated.

A questionnaire modified from the Chinese Version Critical Thinking Disposition Inventory (CTDI-CV) and the Evaluation Criteria for English Argumentative Writing (ECEAW) were employed in this study. Both instruments were administered to 156 students from Grade 12. A purposive sampling of high school students was used in this study. Student EAW performance was scored by two experts based on the Evaluation Criteria for English Argumentative Writing.

A significant relationship was found between students’ CTD and EAW abilities. Furthermore, among the eight CTD subdispositions, cognitive maturity, truth-seeking, analyticity, and justice were found to be positively correlated with EAW, and they all were found to be the main predictors of EAW proficiency among high school students.

Zhangzhou high school students’ CTDs were overall positive, and students’ EAW performance correlated significantly with the overall CTD and its four subdispositions of cognitive maturity, truth-seeking, analyticity, and justice. These four subdispositions showed a significantly predictive validity on EAW performance as well.

English writing is an intricate problem-solving process that requires not only basic writing skills but also the capacity to imagine, make claims, be visionary, and provide proper supporting subarguments ( Kirkland & Saunders, 1991 ; Bruning & Horn, 2010 ; Howell et al., 2018 ) for the claims, especially when the claims are argumentative. Additionally, as a critical and versatile skill ( Graham, 2006 ), English writing is essential for academic success ( Al Asmari, 2013 ) and required globally, in political and business contexts, serving as a benchmark for college admissions, job applications, and career promotions ( National Commission on Writing, 2004 ). As an index of comprehensive English proficiency, English writing is also pivotal in countries such as China, South Korea, Japan, India, Netherlands, Sweden that study English as a second language. In China, an English writing task is a common assessment tool used on almost every standardized English test. However, English writing is a challenging and complex undertaking ( Anastasiou & Michail, 2013 ), even for native speakers. Only one-quarter (24%) of students at both grades 8 and 12 in the United States perform at a proficient English writing level, and only 3% from both grades achieved an advanced level of writing proficiency, according to the American National Center for Education Statistics ( National Center for Education Statistics, 2012 ). Chinese high school students also performed relatively poorly on English writing ( Liu, 2015 ; Bui & Luo, 2021 ).

What factors could determine English writing proficiency? Some scholars indicated that writing process is a part of cognition and considered writing is best understood as a set of thinking processes, which writers orchestrate or organize during the act of composing ( Flower & Hayes, 1981 ). The systematic cognitive research on the writing process started in the late 1970s, when Flower & Hayes (1980) applied cognitive psychological methods to investigate writing. They further emphasized that “think–and teach–writing” should be seen as “a problem-solving, cognitive process”. Since the early 1990s, researchers have tried to discover the relations between English writing proficiency, language thinking, and writing style ( Kobayashi & Rinnert, 1992 ; Sasaki & Hirose, 1996 ). It has become widely accepted that English passages are “linear”, that means an English paragraph usually begins with a topic statement, and then proceeds to develop that central idea and relate that idea to all the other ideas in the whole essay by a series of subdivisions of that topic statement to prove something, or perhaps to argue something. While Eastern languages such as Chinese are “roundabout”, taking a more indirect or circuitous approach to conveying information in which the development of a paragraph is “turning and turning in a widening gyre.” The circles or gyres turn around the subject and show it from a variety of tangential views, but the subject is never looked at directly ( Kamimura, 1996 ; Yin, 1999 ; Wu, 2003 ). Inspired by Kamimura (1996) , textual linguistics and discourse analysis methods have been widely adopted to study the effects of second language writing, including the structure ( Söter, 1988 ; Kirkpatrick, 1997 ; Kubota, 1998 ), paragraph arrangement ( Ostler, 1987 ; Bickner & Peyasantiwong, 1988 ), and characteristics of articulation and coherence ( Simpson, 2000 ). The increasing use of computers directed people’s attention to the factors of keyboard proficiency ( Barkaoui, 2016 ), automatic scoring system ( Deane, 2013 ; Liao, 2016 ) and different feedback types ( Hanjani, 2016 ; Latifi et al., 2021 ). Currently, studies on self-efficacy (an individual’s belief in his or her capacity to execute behaviors necessary to produce specific performance attainments) ( Sun et al., 2021 ) and lexical bundles (recurring sequences of words or phrases that commonly occur together in a specific language or domain. These bundles are often considered as fixed or semi-fixed expressions that have become established through frequent usage) ( Kim & Kessler, 2022 ) are the main focuses.

Previous studies including Devine, Railey & Boshoff (1993) , Deane et al. (2008) , Panahandeh & Asl (2014) , Decker et al. (2016) , have proven that proficient performance in English writing involves various cognitive skills that in most cases are complicated for English learners in particular ( Peng et al., 2021 ). The specificity of writing has been posited as the cause of this difficulty, since writing requires not only linguistic capability but also ideation and analytical capabilities, logic, and synthetic reasoning ( Anastasiou & Michail, 2013 ; Bruning et al., 2013 ). Furthermore, some cognitive ability factors have been attributed to students’ low writing performance.

As a part of cognitive competence, critical thinking skills have attracted researchers’ attention. Studies have attempted to discover the effects of critical thinking skills on English writing ( Yang, Sun & Yin, 2016 ; Li, 2021 ). However, the relationship has not been determined between the critical thinking disposition (CTD) and high school students’ English argumentative writing (EAW) performance, and empirical studies in China are insufficient. Thus, to narrow this gap, the current researchers aimed to explore whether CTD is correlated with high school students’ EAW performance. Hence, this study investigated eight CTD subscales as well as the relationship between EAW and CTD. The study aims to discovered CTD predictors of CTD for high school students’ EAW abilities. Thus, three specific questions are addressed in this study:

What are high school students’ current CTDs in China?

Is there any significant relationship between high school students’ CTDs and their EAW performance?

What are the predictors of the CTD on EAW performance?

English argumentative writing (EAW)

Although writing in school includes a range of genres, the argumentative type is particularly significant ( Lin et al., 2020 ). Improving and fostering argumentative writing performance is a vital component of English teaching reforms in schools and universities globally as well as a main challenge for teachers of English writing at the K–12 and college levels ( Newell et al., 2011 ).

In the United States, EAW is emphasized as a passport to further educational and job opportunities ( Watt, 2010 ). Similarly, in China, argumentation is one of the key assessment elements on English language proficiency, especially in the high-stakes college entrance examination, which plays an essential role in college admission decisions. Additionally, EAW tasks have been widely adopted in internationally renowned English general proficiency examinations, such as the International English Language Testing System (IELTS), the Test of English as a Foreign Language (TOEFL), and the Canadian Academic English Language Test (CAEL).

Regarding the IELTS, for instance, empirical findings have established that there is no correlation between argumentation writing and students’ IELTS test scores ( Coffin, 2004 ). However, the National Assessment of Educational Progress (NAEP) report revealed that approximately one-quarter of the students provide logical reasons in support of the examples they use in their argumentative essays, and students often fail to consider alternative perspectives ( National Center for Education Statistics, 2012 ). These problems also occur in China ( Cai, 2017 ; Zhang, 2017 ; Cai, 2019 ). As stipulated in the Ministry of Education of the People’s Republic of China (2018) , Grade 12 students in China should be able to actively utilize resources to clearly express opinions in writing in a structured manner ( Ministry of Education of the People’s Republic of China, 2018 ). Thus, improving English argumentation proficiency is an important but difficult part of teaching and learning English writing in China.

From a cognitive perspective ( Hayes, 1996 ; Graham, 2018 ; MacArthur & Graham, 2016 ), English argumentation is a process of problem-solving requiring self-regulation to reach the author’s rhetorical targets ( Graham & Harris, 1989 ). Writing proficiency is affected adversely by the inability to strategically allocate limited cognitive resources ( Ferretti & Fan, 2016 ). Skilled writers write arguments based on their knowledge reserve of the topic, critical assessment standards, and argumentative discourse ( Ferretti & Lewis, 2019a ).

What are the critical evaluation standards on argumentative writing achievements? Previous studies including Nimehchisalem & Mukundan (2011) , Paek & Kang (2017) , Ferretti & Graham (2019b) and Wang, Lee & Park (2022) have inspired research about English argumentation and have promoted EAW performance assessments. An initial objective was to identify the linguistic features in high-quality writing samples ( Witte & Faigley, 1981 ; McNamara et al., 2015 ), which Wen Qiufang and Liu Runzhou did. Based on close scrutiny of the 20 best compositions from 1–4 grades of English major undergraduates in China, the authors hypothesized four parameters ( i.e ., relevance, explicitness, coherence, and sufficiency) accompanying the supposedly four thinking stages in writing ( i.e ., topic comprehension, thesis statement development with supporting arguments, organizing a coherent discourse, and putting ideas into writing). Afterward, the authors tried to verify/falsify their hypotheses by marking another 100 compositions of the same kind twice over a 3-month period, and doing so yielded a framework for analyzing the general features of Chinese students’ EAW and salient problems in the students’ abstract thinking ( Wen & Liu, 2006 ). The Evaluation Criteria for English Argumentative Writing (ECEAW) they constructed has been widely used in China ( Liu, 2013 ; Yang, 2014 ; Xu, 2016 ; Li, 2018 ). However, until now, the analysis of English argumentation has mostly been at the undergraduate level, and little attention has been given to high school students in China.

An essential skill in education is critical thinking because it helps students to reflect on and grasp their own viewpoints. This skill allows students to use their own observations and expertise to make sense of things ( Raj et al., 2022 ). Various definitions of critical thinking have been given. For instance, Glaser (1942) defined critical thinking as “an attitude of being disposed to consider in a thoughtful way the problems and subjects that come within the range of one’s experience; knowledge of the methods of logical inquiry and reasoning; and some skills in applying these methods”. This definition considers critical thinking as a synthesis of attitude, knowledge, and skills. However, Ennis (1987) insisted critical thinking was “a reasonable, reflective thinking that is focused on deciding what to believe or do”. He believed critical thinking contained both critical thinking silks and personality traits.

Critical thinking has also been described as “a mode of thinking, about any subjects, contents or problems, in which the thinker improves the quality of his or her thinking by skillfully taking charge of the structures inherent in thinking and imposing intellectual standards upon them” ( Paul & Binker, 1990 ). These definitions reveal that critical thinking is a mode of thinking on the subjects within our realm of experience and helping us make decisions. Critical thinking should be reflective, reasonable, and logical, containing both critical thinking skills and personal dispositions. Peter Facione offered a more precise definition in the Delphi Report. It states that critical thinking is “a purposeful, self-regulatory judgment which results in interpretation, analysis, evaluation, and inference, as well as explanation of the evidential, conceptual, methodological, criteriological, or contextual considerations upon which that judgment is based” ( Facione, 1990 ).

To this end, critical thinking consists of a learned collection of analytic thinking skills and a tendency to engage in the reasoning process ( Halpern, 2003 ). Earlier studies have shown that the critical thinking disposition (CTD) is an inner motivation that guides decision-making and problem-solving, and that is essential for the application of critical thinking and the tendency to think critically ( Colucciello, 1997 ; Facione, Facione & Giancarlo, 2000 ). Based on these studies, Fesler-Birch (2005) further found that CTD could be evaluated as a baseline for critical thinking performance.

The California Critical Thinking Disposition Inventory (CCTDI) ( Facione & Facione, 1992 ) is one of the most well established instruments for assessing students’ CTDs, designed on the definition of critical thinking formulated by Peter Facione in 1990. The CCTDI contains seven subdispositions with 75 items: inquisitiveness, self-confidence, truth-seeking, open-mindedness, analyticity, systematicity, and cognitive maturity ( Facione, Facione & Sanchez, 1994 ). Since its development in 1990s, the CCTDI has been widely used in CTD studies ( Miri, David & Uri, 2007 ; Zuriguel-Pérez et al., 2017 ; Du et al., 2013 ). The CCTDI has different versions. Luo and Yang were the first to translate the CCTDI into Chinese and to use it in in China ( Lou & Yang, 2001 ).

After being revised twice, this version has good internal consistency and reliability. Peng et al. (2004) argued that, although the previous Chinese version of the CCTDI included semantic equivalence, it ignored cultural factors. Therefore, Peng et al. (2004) adapted and modified the CCTDI to obtain a conceptually equivalent Chinese variant that has the cultural sensitivity to be applied with Chinese-speaking students. However, Peng et al. (2004) chose nursing students to test the instrument’s validity and reliability and doing so limits the questionnaire’s generalizability. Therefore, Wen et al. (2009) retranslated the CCTDI and constructed the CTDI–CV, mainly focused on checking the consistency of the Chinese translation with the original English, leaving no translation traces, and making the language consistent and smooth but not overly colloquial ( Wen et al., 2009 ). The revised CTDI–CV contains 54 items with eight subdispositions: analyticity (the ability to independently and objectively analyze life problems and to foresee the outcome or consequences of an event based on facts), truth-seeking (the desire to seek the truth and to explore the essence of things), open-mindedness (tolerance and openness to external things and different perspectives), systematicity (the ability to overcome difficulties and solve problems with perseverance and an indomitable will), cognitive maturity (a measure of whether the understanding of things is comprehensive and life events are considered carefully), inquisitiveness (an instinct people have to be curious about the unknown), self-confidence (the trust in one’s ability to do a certain thing well or solve a certain problem), and justice (conscious criteria for judging whether something is morally and legally fair) ( Wen et al., 2009 ). Details have been shown in Table 1 .

SOURCE: Facione & Facione (1992) and Wen et al. (2009) .

The CTDI–CV has generally been proven to be a reliable and valid instrument for assessing Chinese students’ CTDs ( Wen et al., 2010a , 2010b , 2011 ). However, the CTDI–CV has mostly been used for undergraduates or postgraduates and a preliminary analysis revealed that its internal reliability in this study was not acceptable. Therefore, the instrument was slightly modified for high school students to ensure its reliability and validity. Additionally, the reliability and validity analyses for the modified CTDI–CV were checked by educators and experts at the School of Educational Science in Minnan Normal University, China.

EAW and CTD

English argumentation is a “problem-solving” cognitive procedure, demanding self-regulation to reach the author’s targets ( Graham & Harris, 1989 ), and critical thinking is “a purposeful, self-regulatory judgment which results in interpretation, analysis, evaluation, and inference, as well as explanation of the evidential, conceptual, methodological, criteriological, or contextual considerations upon which that judgment is based” ( Facione, 1990 ). Dong & Yue (2015) have posited that English writing as a cognitive process is indivisible from the cultivation of critical thinking ability, and their study employing questionnaires and writing test has shown that students’ critical thinking abilities are related to on their English writing performance. Therefore, improving the ability to think critically is essential for fostering English writing abilities ( Li, Gu & Qian, 2019 ).

Dong & Yue (2015) showed that students’ English writing proficiency is strongly influenced by their critical thinking skills, and suggested that cultivating students’ critical thinking skill is necessary for improving their English writing competence. Since EAW depends on critical thinking ability to analyse facts, produce and organise ideas, maintain opinions, make comparisons, judge arguments, and solve problems by the use of existing information, previous knowledge, experience, and world knowledge when writing’ ( Barnawi, 2011 ). However, what is the relationship between them?

Based on an analysis of 181 prospective teachers from six different departments in Turkey, Bayat (2014) found that the prospective teachers’ critical thinking levels were related statistically significantly with their academic writing success. Similarly, a significant and positive relationship between college students’ critical thinking skills and their English writing ability was found in China ( Wu, 2016 ). Based on a study of 104 English major students, Soodmand Afshar, Movassagh & Radi Arbabi (2017) established a strong correlation between students’ critical thinking skills and their English writing abilities. In addition, a significant relationship between the CTD and English writing has regularly been reported.

McLean (2005) claimed that a negative CTD accounts for a low writing proficiency. A study involving 73 senior English major students at a Shanghai university showed that the students were weak in CTDs and had comprehension difficulties as well as in demonstrating in-depth rhetorical clarity in academic English writing. This result implied a correlation between students’ CTDs and their English academic writing performance ( Mu, 2016 ). Liu (2018) explored 120 postgraduate students majoring in English and found a significant positive correlation between students’ CTDs and their academic English writing. A positive linear correlation has also been found between critical thinking and English writing among secondary school students. Jin (2021) also examined 211 grade eight students’ CTDs at the junior high school level and found that students demonstrated negative CTDs, which were positively correlated with their English writing achievements. Besides, Liu (2021) found a significant correlation between the CTDs of grade 12 students and their writing proficiency on English practical writing and continual writing tasks.

All the above discussions emphasize the importance of critical thinking to English writing, and some researchers further explored the relationship between critical thinking and English writing. In these studies, participants were mainly form college, and the types of English writing involved were various, including picture writing, story writing, academic writing and so on. In summary, very few studies focus on the relationship between high school students’ critical thinking and their performance on English argumentative writing. Hopefully, this study may bridge the gaps in the literature.

Materials and Methods

Procedure and participants.

This paper focus on high school student’ critical thinking and their proficiency on English argumentative writing, so the population is all the high school students. A purposive sampling of high school students was used in this study. The reason for purposive sampling is the better matching of the sample to the aims and objectives of the research, thus improving the rigour of the study and trustworthiness of the data and results ( Campbell et al., 2020 ). Because this study aimed to find out the relationship between critical thinking and English writing, it’s better to take students with higher ability on critical thinking and English writing expression as participants, so that the association can be clearer and easier to be found. Since the development of critical thinking is limited by the level of cognitive development, critical thinking sprouts from childhood and get higher especially mature in senior grade of high school ( Ruggiero, 2012 ). Considering this, a sample of 189 students from grade 12 students was involved in the study. All the participants were taken from a high school in Zhangzhou, China, because they were easily accessible to the investigators. Of the 189 questionnaires distributed to the students, 156 (84%) valid copies were returned.

Additionally, students were given 40 min to write a 120-word English argumentative essay on the same topic, “No smoking in public places?”, which was prompted by sources from a relevant survey mentioned in the test (details in Table 2 ). In the writing, students were asked to show their opinions, defend sub-arguments and criticize counter-argument.

Two English teachers from Minnan Normal University scored the tests, and the average of the two scores was taken as the final score for students’ EAW performance. The teachers had taught and studied English writing for over 13 years. A head teacher from Minnan Normal University who was specialized in English writing teachers’ training and relevant researches was responsible for the evaluation and training. Before the formal scoring, the head teacher trained the two teachers based on ECEAW. After the training, the two teachers were asked to score some samples of EAW to test whether they have known the score criteria well. The result showed they have understood ECEAW well, and the scores given by them had no significant difference. Afterwards, the two teachers started to score the EAW from participants in two separate rooms to ensure the process was transparent. After scoring, the two teachers cross-checked all the scores, which the head teacher then rechecked and did not find significant difference. If there were, he would take careful. Then, since the authors have been studied English writing for several years and also specialize in English writing study, they cross-checked of everything to make sure the process and results were unbiased. This triangulation process ensured the reliability of the final scores. Table 3 presents the descriptive statistics of the final EAW scores.

A correlational research design was adopted to explore the relationship between the CTD (independent variable) and EAW (dependent variable). The CTD level was measured by the Chinese version of California Critical Thinking Disposition Inventory (CTDI-CV), and participants’ performance on EAW was measured by the Evaluation Criteria for English Argumentative Writing (ECEAW).

The CTDI–CV was adapted by Wen et al. (2009) from the CCTDI ( Facione & Facione, 1992 ) and has been widely applied in the Chinese context ( Jin, 2021 ; Li, 2011 ; Ruan, 2012 ; Li, 2018 ; Lu, 2020 ), mainly in studies involving English learners.

Harman’s single-factor test had an explanatory variance for the first common factor of 25.76% is less than 40%, confirming no evidence of common method variance. Regarding the CTDI–CV questionnaire, eight subdispositions had 54 items, measuring the following subscales: analyticity (seven items), truth-seeking (seven items), open-mindedness (seven items), systematicity (six items), cognitive maturity (eight items), inquisitiveness (six items), self-confidence (seven items), and justice (six items). Each item was rated on a six-point scale of “strongly agree” (6), “agree” (5), “somewhat agree” (4), “somewhat disagree” (3), “disagree” (2) and “strongly disagree” (1), and the total scores of the CTDI–CV were between 54 and 324. Unloaded items were removed in the exploratory factor analysis (EFA) and the remaining items were retained for all eight factors. The items in systematicity, inquisitiveness, and justice remained the same. However, analyticity, open-mindedness, and self-confidence decreased to six items, and truth-seeking and cognitive maturity decreased to five items. Details are shown in Table 1 .

The instrument reliability was analyzed using Cronbach’s alpha, and the eight subscales in CTD showed reliability scores of 0.73, 0.71, 0.74, 0.70, 0.80, 0.72, 0.81, and 0.79. As all reliability scores were beyond the 0.7 threshold, the constructs were determined to be reliable ( Hancock & Mueller, 2013 ; Saleem et al., 2020 ; Byrne, 2016 ).Construct validity ensured the questionnaire’s validity, and six factors were generated using an EFA. The results showed that the validity was acceptable (Kaiser–Meyer–Olkin test = 0.629 > 0.6; Bartlett’s test of sphericity: χ 2 = 2,665.49, df = 1,431, p < 0.01; factor loadings for all factor’s items: 0.68–0.81; total variance: 66.39%, eigenvalue >1). Thus, the tool was reliable and valid.

The ECEAW was determined by Wen and used to measure students’ EAW proficiency and was divided into five levels ( i.e ., best, good, moderate, poor, and bad) according to four parameters ( i.e ., relevance, explicitness, coherence, and sufficiency) accompanying the supposed four thinking stages in English writing: topic comprehension, thesis statement development with supporting arguments, organizing coherent discourses, and putting ideas into writing ( Wen & Liu, 2006 ). Table 4 provides the ECEAW details.

Data analyses

The data analyses were performed using SPSS version 23 (SPSS Inc., Chicago, IL, USA). Chinese high school students’ CTDs were approached using a descriptive statistical analysis, which illustrated the students’ CTDs and eight subdispositions. Next, as this study focused on the relationship between the students’ CTD and their performance on EAW, a Pearson correlation analysis was employed. It was followed to determine whether there was any significant correlation between the students’ EAW proficiency and their CTDs as well as its eight dimensions. Last, in order to reduce interference between the variables, multiple regression analyses were conducted to examine the prediction of the students’ CTDs subdispositions and their writing proficiency on English argumentation. The prediction of the different CTD dimensions for argumentative writing was explored in the regression analysis in detail.

During data screening, 33 questionnaires found to be incomplete and were thus removed. The instrument’s face and content validity were ensured by educational experts from the School of Educational Science in Minnan Normal University, China. The data’s internal reliability was determined by calculating Cronbach’s α coefficients, and the construct validity was verified by conducting an EFA using the SPSS package.

Ethical concerns and consent detail

Ethics committee approval was obtained from Zhejiang Normal University’s institutional review board. The ethical principle of informed consent was upheld: each participant in the questionnaire was informed in advance of what was to be studied, and its possible benefits and impacts. All were informed of their right to withdraw their agreement to participate at any stage before the study was published. Finally, the researchers upheld the right to privacy by preserving the participants’ anonymity at all points in the research process, ensuring that the publication of the research would not result in any conflicts of interest.

The two instruments involved in this study, namely The Chinese version of California Critical Thinking Disposition Inventory (CTDI-CV) and Evaluation Criteria for English Argumentative Writing (ECEAW) were used to measure participants’ CTD level and their performance on EAW. Both instruments are from Wen Qiufang, and the researchers have permission to use these instruments from the copyright holders/authors.

Table 5 presents the descriptive statistics of the students’ CTDs and the eight elements. Overall, the students’ CTD was positive (M = 4.08 > 1.52). Among the eight dimensions, inquisitiveness (M = 4.41, SD = 0.51) scored the highest, while self-confidence (M = 3.62, SD = 0.46) scored the lowest. Besides, the students scored higher on justice (M = 4.38, SD = 0.52), cognitive maturity (M = 4.36, SD = 0.50), open-mindedness (M = 4.32, S = 0.44) and truth-seeking (M = 4.02, SD = 0.42) but lower on analyticity (M = 3.91, SD = 0.40) and systematicity (M = 3.63, SD = 0.43). The results also showed that five dimensions (inquisitiveness, justice, cognitive maturity, open-mindedness, and truth-seeking) had positive traits, while three dimensions (analyticity, systematicity, and self-confidence) had negative traits.

The Pearson Correlation analysis revealed that the CTD and EAW were significantly moderately correlated (r = 0.543, p < 0.01). In addition, EAW proficiency was significantly positively correlated with four CTD subscales: cognitive maturity (r = 0.529, p < 0.01), truth-seeking (r = 0.416, p < 0.01), analyticity (r = 0.348, p < 0.01), and justice (r = 0.185, p < 0.05). EAW proficiency was not significantly correlated at the p = 0.05 level with inquisitiveness (r = 0.333), systematicity (r = 0.856), self-confidence (r = 0.067), and open-mindedness (r = 0.888). The Pearson correlation also shows that there were some insignificant associations between CTD and EAW as it is depicted in Table 6 .

AL, analyticity; IQ, inquisitiveness; ST, systematicity; SC, self-confidence; TS, truth-seeking; CM, cognitive maturity; OM, open-mindedness; JS, justice; CTD, critical thinking disposition; EAW, English argumentative writing.

In line with the prediction of the CTD on EAW performance, a multiple regression analysis is carried out to examine the extent to which the CTD can significantly predict EAW proficiency. As it is presented in Table 7 , eight CTD subscales were the independent variables and EAW proficiency was the dependent one, while VIF results showde no evidence of collinearity. The R-square (R 2 ) of 0.436 and adjusted R-square (R 2 ) of 0.405 revealed four CTD subscales: cognitive maturity, truth-seeking, analyticity and justice accounted for 43.6% of the variance in EAW proficiency. The standardized regression coefficients (Beta) of 0.419, 0.257, 0.231 and 0.143 for cognitive maturity, analyticity, truth-seeking and justice, respectively, indicate that the four subscales significantly and positively predicted students’ EAW performance ( p < 0.05). This finding implies that high school students’ EAW performance can be explained by the subdispositions of cognitive maturity, analyticity, truth-seeking and justice, among which cognitive maturity (Beta = 0.419) strongly predicts EAW proficiency. The analysis indicates the following regression equation for the dependent and independent variables: “EAW proficiency = 10.266 + 0.419 * cognitive maturity + 0.257 * analyticity + 0.231 * truth-seeking + 0.143* justice”.

EAW performance is a major topic of interest in English teaching and learning, particularly in China’s high schools. The present study explored the current CTD of Chinese high school students and the relationship between that and their EAW performance. The study also identified the CTD subdispositions that are positively related to and the main predictors of the high school students’ EAW performance in China. Additionally, the study adds fresh evidence about the Chinese version of the CCTDI when applied in a non-Western context.

The results showed that the high school students’ CTDs were overall positive (M = 4.08), that is in line with Qing, Shen & Tian (2010) , who examined the CTD of 121 grade 12 students in YuJin High School (M = 4.23), and Li (2021) , who found a positive disposition in grade 11 high school students (M = 4.095). These results revealed that high school students’ CTDs have not improved dramatically during the past decade. However, after 3 years’ further study in university, the students’ CTD scores tended (M = 4.289) ( Liu, 2018 ). This finding therefore contradicts ( Jin ’s 2021 ) finding that junior school students’ CTD at grade 8 is overall negative (M = 3.52). One reason is that the CTD is enhanced with age and learning, since the CTD is a psychological attribute that shapes one’s beliefs or actions ( Profetto-McGrath et al., 2003 ) enabling individuals to sufficiently solve problems and to make judgments as a product of thinking ( Facione & Facione, 2007 ).

Compared with the CTD scores from other Asian, Africa and Middle Eastern countries—such as Israel (M = 4.02) ( Ben-Chaim, Ron & Zoller, 2000 ), Turkey (M = 3.25 ± 0.27) ( Kaya, Şenyuva & Bodur, 2017 ), Japan (M = 3.91) ( Kawashima & Petrini, 2004 ) and Ghana (M = 3.95) ( Boso, van der Merwe & Gross, 2021 )—the result of this study is relatively high (M = 4.08), and close to some developed countries such as Australia (M = 4.11) ( Tiwari, Avery & Lai, 2003 ) and Italy (M = 4.10) ( Zoller et al., 2010 ). This finding may partly challenge the statement that students from Asian societies ( vs . those from non-Asian ones) are less inclined to demonstrate CTDs ( Wang et al., 2019 ). However, room remains for improvement in comparison with other developed countries such as Norway (M = 4.72) ( Wangensteen et al., 2010 ) and America (M = 4.33) ( Yeh & Chen, 2003 ).

Additionally, the results also suggested that five dimensions (inquisitiveness, justice, cognitive maturity, open-mindedness, and truth-seeking) had positive traits, while three dimensions (analyticity, systematicity, and self-confidence) had negative traits. This showed that students had a strong interest in the unknown world, an inclusive attitude towards new knowledge, a relatively mature understanding about things and a passion for exploration, but they were not good at analyzing objectively and logically, lacking perseverance and confidence.

The current study reported a moderate relationship (r = 0.543, p < 0.01) between students’ CTD and their EAW performance. These findings confirm those of earlier studies, such as Li (2021) , Liu (2021) and Jin (2021) . One reason is that the CTD correlates significantly with the total content knowledge resources and presentation strategies of English writing ( Yeh & Chen, 2003 ). This finding indicates that students with stronger CTDs have wider content knowledge resources and presentation strategies, which are essential for good EAW performance. And among the eight subscales of CTD, cognitive maturity, truth-seeking, analyticity, and justice have positive correlation with EAW. This is because the four mentioned dispositions have direct influences on EAW, including the organization of writing, layout of sub-claims and examples, development of logical reasoning and so on. While the other four aspects, open-mindedness, systematicity, inquisitiveness and self-confidence have more invisible influence on critical thinking and indirect association with EAW. According to interviews, students who score highly on the CTDs perform better on the four thinking stages involved in EAW i.e ., topic comprehension, thesis statement development with supporting arguments, organization of a coherent discourse, and putting ideas into writing ( Liu, 2021 ). For instance, understanding the task topic refers to the process of understanding concepts and judging the relationships among them. This process may involve the abilities of cognitive maturity and analyticity, since the former can help writers better understand the meaning of the title while the latter enables students to judge the relationships among concepts faster. Regarding developing a thesis statement with supporting arguments, which is central to writing, this process it is greatly influenced by the dispositions of truth-seeking and justice. The desire to seek the truth and explore the essence of things could drive students to carefully observe their surroundings, from which EAW’s supporting arguments are usually derived. Moreover, the sense of justice could hone students’ abilities draw distinctions, a skill that allow them to perceive or draw conclusions after thinking deeply about some social phenomena in daily life, and this process could be converted into a central EAW thesis statement. Meanwhile, the dispositions of systematicity, self-confidence, and open-mindedness have some effects on EAW that are not directly relevant, as they were not significantly correlated at the 0.05 level. The disposition of inquisitiveness, which refers to ‘an instinct that people are curious about the unknown’ ( Wen et al., 2009 ), help to expand students’ knowledge reservoirs, but it does not help them to focus on exercising logical and critical thinking abilities. As a result, it had an insignificant relation with EAW performance.

The four related subscales (cognitive maturity, analyticity, truth-seeking and justice, respectively), were proved also have prediction on EAW proficiency. The other four subscales—inquisitiveness, systematicity, self-confidence, and open-mindedness—were not predictors, because they are not significantly related to EAW. The reason cognitive maturity, truth-seeking, analyticity and justice are significantly correlated and positively predictive of EAW was discussed in the context of the definitions of these four subdispositions and the EAW writing process.

Cognitive maturity refers to ‘a measure of whether the understanding of things is comprehensive and life events are considered carefully’, and truth-seeking is defined as ‘the desire to seek the truth and to explore the essence of things’ ( Wen et al., 2009 ). Persuasive English argumentation requires an individual to ‘find the essence of the topic’ and to relate convincing subarguments and examples gleaned from the ‘comprehensive and thoughtful understanding of things in life’. On the other hand, analyticity is defined as ‘the ability to independently and objectively analyze life problems and to foresee the outcome or consequences of an event based on facts’ ( Wen et al., 2009 ), which is required throughout the argumentative writing process, specifically during the layout process. Justice is defined as ‘conscious criteria for judging whether something is morally and legally fair’ ( Wen et al., 2009 ), and do help provide arguments in EAW writing, since the sense of justice can promote students to observe things around them objectively. These relations also can be found in the comparison between good and poor articles. For example, a student with high scores in these four dispositions gave three sub-argument to support his opinion “people shouldn’t smoke in public places”, from “Smoking is harmful to personal health and wealth” to “Smoking in public places violates the rights of others” and “Smoking in public places poses a significant fire hazard and thread public safety”. From individual to others and to public group, the argumentation of the points of view was progressive. Meanwhile, the student used research data, news reports and celebrity quotes to support the sub-arguments. The whole structure of his EAW was logical and smooth. Additionally, during the argument, the student criticized the counter-arguments mentioned in the supplied material to strengthen the credibility of his opinion, such as “Although smoking could be seen as an individual right, public interest should be the most important thing in public places”. While a student with low scores in these four dispositions even though also chose to defend “people shouldn’t smoke in public places”, but he only mentioned the sub-arguments from the resources in the test, from “Smoking is a pollution” to “Smoking is wasting money” and to “Smoking is harmful to the health”. The logical correlations between these sub-arguments were not clearly articulated in the essays and some empty words were used to support the points which made the essay unconvincing.

Besides, a prominent feature of writing from the cognitive perspective is problem-solving ( Graham & Harris, 1997 ), which is regarded as crucially important and thought to positively affect EAW performance. Thus, a student with high CTD scores is expected to better gain the essence of the argumentative topic and comprehensively analyze the topic in a piece of EAW. According to this, we argue that cognitive maturity, truth-seeking, and analyticity, as the CTD components, could be strong EAW predictors. Therefore, it is helpful to enhance these CTDs to develop better EAW performance, since these were found to be linked to success in English argumentation.

Limitations and future research

This study is limited in the research region and critical thinking aspects. First, the present study is limited to a developing, non-Western, Asian high schools. Considering this, high school students from other cities or relevant teachers should be involved in future study to deeply understand the relationship between CTD and EAW. Second, the current study is limited to the CTD, and other critical thinking aspects such as critical thinking skills have not yet to be explored. Incorporating other critical thinking factors in future studies could generate insightful results. Besides, the possible differences caused by years of study or other demographic factors need to be examined in future research.

Conclusion and implications

EAW teaching and learning has been of prime importance for English education in China, since EAW performance is currently significant on both international and domestic English language proficiency tests. To discover the predictive influencing factors on EAW proficiency improve EAW performance, this study explored the relationship between the CTD (independent variable) and the EAW (dependent variable) proficiency of high school students with an emphasis on the CTD subscales. High school students’ CTDs were overall positive, and students’ EAW performance correlated significantly with the overall CTD and its four sub-dispositions of cognitive maturity, truth-seeking, analyticity, and justice. Furthermore, among the eight CTD subscales, only four dispositions (cognitive maturity, truth-seeking, analyticity and justice) showed a significantly predictive validity on EAW performance. The findings of the current study will contribute to the knowledge of Chinese high school students’ cognition and English learning status. In addition, it has implications for the enhancement of EAW teaching and learning in China.

The findings showed that high school students in Zhangzhou, China generally have positive CTDs, i.e ., they perform well on the abilities of analyticity, truth-seeking, systematicity, open-mindedness, cognitive-maturity, inquisitiveness, self-confidence, and justice. In addition, their CTDs have been proven to be related to their performance on EAW. Specifically, their dispositions on cognitive maturity, truth-seeking, analyticity, and justice are related to their EAW proficiency score. A further analysis revealed that Chinese high school students’ EAW performance can be predicted by their abilities in terms of cognitive maturity, truth-seeking, analyticity and justice. These results provide references for English teachers to improve students’ English argumentative writing performance.

Primarily, in line with previous study findings in China ( Sun, 2020 ; Ren, 2020 ), instructors in China should be concerned about students’ CTDs, since students from China and other, more developed countries continue to have a gap. Secondarily, a significant and positive correlation was found between EAW and CTD as well as its subdispositions—such as cognitive maturity, truth-seeking, analyticity, and justice—which has been confirmed in previous studies ( Han, 2020 ; Feng, 2021 ). Therefore, instructors should provide clear CTD definitions for students and strengthen their critical thinking awareness. Lastly, teachers are urged to conduct suitable CTD training, especially on the four predictive subdispositions ( i.e ., cognitive maturity, truth-seeking, analyticity and justice), which could foster and facilitate four thinking stages involved in EAW and directly improve high school students’ EAW performance.

EAW is included as a prompt in the writing sections of some international standardized English exams ( e.g ., TOEFL and IELTS) and English for Specific Purposes exams, which necessitate argumentative writing. Besides, EAW is a crucial skill in China because the performance on English argumentation regards as a key assessment element on English language proficiency, especially in the high-stakes college entrance examination, which plays an essential role in college admission decisions. Teachers of English writing in high school should focus on students’ critical thinking and help them do a better job of analyzing the topic, establishing a layout, and organizing and writing argumentation logically, especially because EAW skills increasingly play crucial roles in students’ general academics at all of their study levels ( Németh & Kormos, 2001 ).

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Critical thinking is fundamentally a process of questioning. You may question the information you read in a textbook, or you may question what a politician or a professor or a classmate says. You can also question a commonly-held belief or a new idea. With critical thinking, anything and everything is subject to question and examination.

EXAMPLES. Critical thinking is a vital skill for students taking writing-intensive courses in unfamiliar disciplines. The humanities, natural sciences, and social sciences all utilize an arsenal of critical thinking skills, analytical methods, and theoretical material; critical thinking enables you to apply theories or methods from your area of expertise to another, and vice versa.

Problem-Solving With Critical Thinking For most people, a typical day is filled with critical thinking and problem-solving challenges. In fact, critical thinking and problem-solving go hand-in-hand. They both refer to using knowledge, facts, and data to solve problems effectively.

58166. English Composition I covers all of the essential content about the writing process, rhetorical styles, and writing successfully for college. Students will learn about critical thinking, analysis, argumentation, reflection, and making sound rhetorical choices to write effective academic essays. Students will also learn about techniques ...

Example \(\PageIndex{1}\): Critical thinking is a vital skill for students taking writing-intensive courses in unfamiliar disciplines. The humanities, natural sciences, and social sciences all utilize an arsenal of critical thinking skills, analytical methods, and theoretical material; critical thinking enables you to apply theories or methods from your area of expertise to another, and vice ...

Critical thinking is a key skill needed for everyday life. It should be applied to all aspects of a learner's studies, no matter their age or ability. It's a way of adding perspective, questioning intent and understanding ways of improving. Take a minute to watch this short video. It will help you to understand what we mean by Critical ...

The College Composition exam has a total testing time of 125 minutes and contains: 50 multiple-choice questions to be answered in 55 minutes. 2 essays to be written in 70 minutes. Essays are scored twice a month by college English faculty from throughout the country via an online scoring system.

Draw conclusions, make decisions, prioritize them; Take action and create steps to make your decisions applicable to the initial question. It might not always be possible to follow all steps in the language classroom, depending on the activity. That should not mean we should not teach critical thinking, even (and especially) to young students.

Critical thinking is the ability to effectively analyze information and form a judgment. To think critically, you must be aware of your own biases and assumptions when encountering information, and apply consistent standards when evaluating sources. Critical thinking skills help you to: Identify credible sources. Evaluate and respond to arguments.

Introduction English argumentative writing (EAW) is a 'problem-solving' cognitive process, and its relationship with critical thinking has drawn attention in China. This is because fostering EAW proficiency is a crucial element but a challenging task for Chinese high school English teaching and learning. The present study examined how critical thinking is related to Chinese high school ...

Meets IGETC Area 1B: Critical Thinking-English Composition. Study of argumentation and critical thinking in the context of reading, discussion, and writing. Argumentation is studied as a mode of discourse aimed at critically testing the acceptability of a point of view through the use of inquiry, reasoning, and discussion with the goal of ...

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