how to write an argument in critical thinking

Pursuing Truth: A Guide to Critical Thinking

Chapter 2 arguments.

The fundamental tool of the critical thinker is the argument. For a good example of what we are not talking about, consider a bit from a famous sketch by Monty Python’s Flying Circus : 3

2.1 Identifying Arguments

People often use “argument” to refer to a dispute or quarrel between people. In critical thinking, an argument is defined as

A set of statements, one of which is the conclusion and the others are the premises.

There are three important things to remember here:

• Arguments contain statements.
• They have a conclusion.
• They have at least one premise

Arguments contain statements, or declarative sentences. Statements, unlike questions or commands, have a truth value. Statements assert that the world is a particular way; questions do not. For example, if someone asked you what you did after dinner yesterday evening, you wouldn’t accuse them of lying. When the world is the way that the statement says that it is, we say that the statement is true. If the statement is not true, it is false.

One of the statements in the argument is called the conclusion. The conclusion is the statement that is intended to be proved. Consider the following argument:

Calculus II will be no harder than Calculus I. Susan did well in Calculus I. So, Susan should do well in Calculus II.

Here the conclusion is that Susan should do well in Calculus II. The other two sentences are premises. Premises are the reasons offered for believing that the conclusion is true.

2.1.1 Standard Form

Now, to make the argument easier to evaluate, we will put it into what is called “standard form.” To put an argument in standard form, write each premise on a separate, numbered line. Draw a line underneath the last premise, the write the conclusion underneath the line.

• Calculus II will be no harder than Calculus I.
• Susan did well in Calculus I.
• Susan should do well in Calculus II.

Now that we have the argument in standard form, we can talk about premise 1, premise 2, and all clearly be referring to the same thing.

2.1.2 Indicator Words

Unfortunately, when people present arguments, they rarely put them in standard form. So, we have to decide which statement is intended to be the conclusion, and which are the premises. Don’t make the mistake of assuming that the conclusion comes at the end. The conclusion is often at the beginning of the passage, but could even be in the middle. A better way to identify premises and conclusions is to look for indicator words. Indicator words are words that signal that statement following the indicator is a premise or conclusion. The example above used a common indicator word for a conclusion, ‘so.’ The other common conclusion indicator, as you can probably guess, is ‘therefore.’ This table lists the indicator words you might encounter.

Each argument will likely use only one indicator word or phrase. When the conlusion is at the end, it will generally be preceded by a conclusion indicator. Everything else, then, is a premise. When the conclusion comes at the beginning, the next sentence will usually be introduced by a premise indicator. All of the following sentences will also be premises.

For example, here’s our previous argument rewritten to use a premise indicator:

Susan should do well in Calculus II, because Calculus II will be no harder than Calculus I, and Susan did well in Calculus I.

Sometimes, an argument will contain no indicator words at all. In that case, the best thing to do is to determine which of the premises would logically follow from the others. If there is one, then it is the conclusion. Here is an example:

Spot is a mammal. All dogs are mammals, and Spot is a dog.

The first sentence logically follows from the others, so it is the conclusion. When using this method, we are forced to assume that the person giving the argument is rational and logical, which might not be true.

2.1.3 Non-Arguments

One thing that complicates our task of identifying arguments is that there are many passages that, although they look like arguments, are not arguments. The most common types are:

• Explanations
• Mere asssertions
• Conditional statements
• Loosely connected statements

Explanations can be tricky, because they often use one of our indicator words. Consider this passage:

Abraham Lincoln died because he was shot.

If this were an argument, then the conclusion would be that Abraham Lincoln died, since the other statement is introduced by a premise indicator. If this is an argument, though, it’s a strange one. Do you really think that someone would be trying to prove that Abraham Lincoln died? Surely everyone knows that he is dead. On the other hand, there might be people who don’t know how he died. This passage does not attempt to prove that something is true, but instead attempts to explain why it is true. To determine if a passage is an explanation or an argument, first find the statement that looks like the conclusion. Next, ask yourself if everyone likely already believes that statement to be true. If the answer to that question is yes, then the passage is an explanation.

Mere assertions are obviously not arguments. If a professor tells you simply that you will not get an A in her course this semester, she has not given you an argument. This is because she hasn’t given you any reasons to believe that the statement is true. If there are no premises, then there is no argument.

Conditional statements are sentences that have the form “If…, then….” A conditional statement asserts that if something is true, then something else would be true also. For example, imagine you are told, “If you have the winning lottery ticket, then you will win ten million dollars.” What is being claimed to be true, that you have the winning lottery ticket, or that you will win ten million dollars? Neither. The only thing claimed is the entire conditional. Conditionals can be premises, and they can be conclusions. They can be parts of arguments, but that cannot, on their own, be arguments themselves.

Finally, consider this passage:

I woke up this morning, then took a shower and got dressed. After breakfast, I worked on chapter 2 of the critical thinking text. I then took a break and drank some more coffee….

This might be a description of my day, but it’s not an argument. There’s nothing in the passage that plays the role of a premise or a conclusion. The passage doesn’t attempt to prove anything. Remember that arguments need a conclusion, there must be something that is the statement to be proved. Lacking that, it simply isn’t an argument, no matter how much it looks like one.

2.2 Evaluating Arguments

The first step in evaluating an argument is to determine what kind of argument it is. We initially categorize arguments as either deductive or inductive, defined roughly in terms of their goals. In deductive arguments, the truth of the premises is intended to absolutely establish the truth of the conclusion. For inductive arguments, the truth of the premises is only intended to establish the probable truth of the conclusion. We’ll focus on deductive arguments first, then examine inductive arguments in later chapters.

Once we have established that an argument is deductive, we then ask if it is valid. To say that an argument is valid is to claim that there is a very special logical relationship between the premises and the conclusion, such that if the premises are true, then the conclusion must also be true. Another way to state this is

An argument is valid if and only if it is impossible for the premises to be true and the conclusion false.

An argument is invalid if and only if it is not valid.

Note that claiming that an argument is valid is not the same as claiming that it has a true conclusion, nor is it to claim that the argument has true premises. Claiming that an argument is valid is claiming nothing more that the premises, if they were true , would be enough to make the conclusion true. For example, is the following argument valid or not?

• If pigs fly, then an increase in the minimum wage will be approved next term.
• An increase in the minimum wage will be approved next term.

The argument is indeed valid. If the two premises were true, then the conclusion would have to be true also. What about this argument?

• All dogs are mammals
• Spot is a mammal.
• Spot is a dog.

In this case, both of the premises are true and the conclusion is true. The question to ask, though, is whether the premises absolutely guarantee that the conclusion is true. The answer here is no. The two premises could be true and the conclusion false if Spot were a cat, whale, etc.

Neither of these arguments are good. The second fails because it is invalid. The two premises don’t prove that the conclusion is true. The first argument is valid, however. So, the premises would prove that the conclusion is true, if those premises were themselves true. Unfortunately, (or fortunately, I guess, considering what would be dropping from the sky) pigs don’t fly.

These examples give us two important ways that deductive arguments can fail. The can fail because they are invalid, or because they have at least one false premise. Of course, these are not mutually exclusive, an argument can be both invalid and have a false premise.

If the argument is valid, and has all true premises, then it is a sound argument. Sound arguments always have true conclusions.

A deductively valid argument with all true premises.

Inductive arguments are never valid, since the premises only establish the probable truth of the conclusion. So, we evaluate inductive arguments according to their strength. A strong inductive argument is one in which the truth of the premises really do make the conclusion probably true. An argument is weak if the truth of the premises fail to establish the probable truth of the conclusion.

There is a significant difference between valid/invalid and strong/weak. If an argument is not valid, then it is invalid. The two categories are mutually exclusive and exhaustive. There can be no such thing as an argument being more valid than another valid argument. Validity is all or nothing. Inductive strength, however, is on a continuum. A strong inductive argument can be made stronger with the addition of another premise. More evidence can raise the probability of the conclusion. A valid argument cannot be made more valid with an additional premise. Why not? If the argument is valid, then the premises were enough to absolutely guarantee the truth of the conclusion. Adding another premise won’t give any more guarantee of truth than was already there. If it could, then the guarantee wasn’t absolute before, and the original argument wasn’t valid in the first place.

2.3 Counterexamples

One way to prove an argument to be invalid is to use a counterexample. A counterexample is a consistent story in which the premises are true and the conclusion false. Consider the argument above:

By pointing out that Spot could have been a cat, I have told a story in which the premises are true, but the conclusion is false.

Here’s another one:

• If it is raining, then the sidewalks are wet.
• The sidewalks are wet.
• It is raining.

The sprinklers might have been on. If so, then the sidewalks would be wet, even if it weren’t raining.

Counterexamples can be very useful for demonstrating invalidity. Keep in mind, though, that validity can never be proved with the counterexample method. If the argument is valid, then it will be impossible to give a counterexample to it. If you can’t come up with a counterexample, however, that does not prove the argument to be valid. It may only mean that you’re not creative enough.

• An argument is a set of statements; one is the conclusion, the rest are premises.
• The conclusion is the statement that the argument is trying to prove.
• The premises are the reasons offered for believing the conclusion to be true.
• Explanations, conditional sentences, and mere assertions are not arguments.
• Deductive reasoning attempts to absolutely guarantee the truth of the conclusion.
• Inductive reasoning attempts to show that the conclusion is probably true.
• In a valid argument, it is impossible for the premises to be true and the conclusion false.
• In an invalid argument, it is possible for the premises to be true and the conclusion false.
• A sound argument is valid and has all true premises.
• An inductively strong argument is one in which the truth of the premises makes the the truth of the conclusion probable.
• An inductively weak argument is one in which the truth of the premises do not make the conclusion probably true.
• A counterexample is a consistent story in which the premises of an argument are true and the conclusion is false. Counterexamples can be used to prove that arguments are deductively invalid.

( Cleese and Chapman 1980 ) . ↩︎

• The Key is Being Metacognitive
• The Big Picture
• Learning Outcomes
• Test your Existing Knowledge
• Definitions of Critical Thinking
• Learning How to Think Critically
• Self Reflection Activity
• End of Module Survey
• Test Your Existing Knowledge
• Interpreting Information Methodically
• Using the SEE-I Method
• Interpreting Information Critically
• Argument Analysis
• Learning Activities
• Argument Mapping
• Summary of Anlyzing Arguments
• Fallacious Reasoning
• Statistical Misrepresentation
• Biased Reasoning
• Common Cognitive Biases
• Poor Research Methods - The Wakefield Study
• Summary of How Reasoning Fails
• Misinformation and Disinformation
• Media and Digital Literacy
• Information Trustworthiness
• Summary of How Misinformation is Spread

Critical Thinking Tutorial: How To Analyze an Argument

Learning goal.

How to Analyze an Argument

Learning Goal: In this module, you will learn how to analyze an argument through critical evaluation and analysis of the argument's premises and conclusion.

Learning Charter Pursuit:   Developing and applying appropriate skills of research, inquiry and knowledge creation and translation. 1

Our Learning Charter

1. "Our Learning Charter."  University  of Saskatchewan. 2018. Accessed November 21, 2018.  https://teaching.usask.ca/about/policies/learning-charter.php#OurLearningJourney  

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Arguing Using Critical Thinking

(2 reviews)

Jim Marteney, Los Angeles Valley College

Copyright Year: 2020

Publisher: Academic Senate for California Community Colleges

Language: English

Formats Available

Conditions of use.

Learn more about reviews.

Reviewed by Steve Gimbel, Professor, Gettysburg College on 9/29/22

There are separate sections on how to formulate an argument, how to evaluate an argument, the burdens adopted by those engaging in critical discourse, rhetorical strategies for effectively convincing an interlocutor, and errors in reasoning. In... read more

Comprehensiveness rating: 4 see less

There are separate sections on how to formulate an argument, how to evaluate an argument, the burdens adopted by those engaging in critical discourse, rhetorical strategies for effectively convincing an interlocutor, and errors in reasoning. In terms of the breadth of topics one generally wants covered in a critical thinking class, the book does a fine job at hitting them all.

Content Accuracy rating: 2

It is an admirable attempt to develop a post-modern, post-truth approach to critical discourse. "Truth is a word best avoided entirely in argumentation," the book tells students, "except when placed in quotes or with careful qualification." Invoking Wittgenstein and Sapir-Whorf in the introductory sections, the book seeks to develop a relational, psychological, rhetorical approach instead of one focused on informal logic. In doing so, it entirely removes the point of argumentation -- rational belief. Some things are true -- smoking DOES cause cancer, human activity is causing global warming, the Founders of the U.S. did want a separation between Church and State. These are true. There is a series of TED talks cited for inspirational rhetorical value, but in a world in which conspiracy theories are endangering democracy, we need to understand that replacing truth with the truthiness that emerges from this sort of post-modernism is playing directly into those who are undermining our discourse. It exacerbates the problem, it does not solve it.

Relevance/Longevity rating: 3

Since the book hinges less on logic and more on social science, there are elements that will be altered over time. Sapir-Whorf, as mentioned above, has not taken seriously by linguists for decades, yet is used as a foundation. The book seeks to speak to students using, in places, contemporary references that will become dated over time, but these are easily updated.

Clarity rating: 1

There are some very good sections in the book. The distinction it draws between matters of fact, value, and policy is very well done. As is the catalogue it gives of different sorts of evidence. The clarity with which it sets out the difference in burdens between the pro and anti sides of a debate is wonderful.

In terms of accessibility, the book is written engagingly in a way that first year students should not be lost. It intentionally uses a new set of technical terms modeled on standard usage -- claim, evidence, issues, contentions, cases,... and does well to define them in accessible (at times loosey-goosey) ways.

However, there are problems for those trying to teach critical thinking as informal logic. You will not find the words "conclusion" or "premise" anywhere in the book. This is clearly intentional as it seeks to eliminate the idea of arguments as providing good reason to believe something is true. Again, truth is not to be discussed. Instead, it sort of tries to use a sort of sliding scale, but it is never at all clear what the scale is actually measuring. The book uses the term validity (much more on that below), but that term is used in a stunningly ambiguous way.

Consistency rating: 2

The central notion in the book is validity. This is not unexpected as that is a standard term in logic. As logicians use the word, an argument is valid if and only, assuming the truth of the premises for the sake of argument, the conclusion is at least likely true, that is, the truth of the conclusion is imp;lied by the truth of the premises. Validity is a matter relating to the internal structure of an argument, connecting the posited truth of the premises to the consequential necessary or probable truth of the conclusion. Yet the book says something quite different, "Critical thinkers need to remember that there is no necessary or inherent connection between Truth and validity." Ummmmm? Validity is DEFINED in terms of a relation between premises and conclusion and how that relation determines or does not determine truth. There could not be a MORE inherent connection between truth and validity.

It is clear that by "capital T Truth," the book is looking to encourage students not to be absolutists, to be able to question deeply held convictions and this is, indeed, a necessary function of any critical thinking class, but with its post-truth orientation, the book uses the term "validity" as a replacement for it in several completely different and inconsistent ways. At times, it is uses validity as a replacement for the truth concept. In this way, sentences are more or less valid, that is, truer or less true. This is the "sliding bead" model that is repeatedly alluded to throughout the text.

At other times, however, the usual meaning of validity is used, where it is not sentences, but arguments that can be valid or invalid according to whether or not the conclusion (claim) is properly connected to the premises (evidence). There is a loose, hand-waving section on what this sense of validity means. In most texts, this is the HEART of critical thinking. How to tell valid from invalid arguments.

At yet other times, there is a third use of the term validity. A viewpoint is more or less valid based upon the support it receives from arguments in favor of it. Unlike the traditional sense of validity, this is not a particular argument that is evaluated as successful in terms of its inner-structure, and it is not the likely truth or falsity of the conclusion of a particular argument, but a more general sense of the degree to which a perspective has arguments to bolster it.

This sort of slipperiness in the central notion of the entire course is problematic. The point of good reasoning is clarity and rigor. But that is exactly what this book tries to eliminate.

Modularity rating: 3

There are parts of this text that are fantastic and which I could absolutely see wanting to use in my critical thinking class. However, because of the intentional avoidance of standard logical terminology and the unusual reinterpretations of the standard terms it does use, it would be difficult to use sections of this book in conjunctions with sections of other critical thinking texts.

Organization/Structure/Flow rating: 5

If one were to use this text as the centerpiece of a course on critical thinking, there is a clear and logical flow to the way the pieces build on themselves. There is motivation up front, tools in the middle, applications and concerns about misusing the tools in the end. The structural is well-thought out and well-executed. The one complaint in terms of organization is that it is two-thirds the way through the text before certain central notions are defined.

Interface rating: 5

It is a clean and effective design with images that brighten up the text without distracting. Easy to read and aesthetically well-laid out. There are a couple of line breaks that add a couple of blank lines where they don't need to be here and there, but that is nitpicky stuff. Overall, it looks great.

Grammatical Errors rating: 5

It is a clean and effective design with images that brighten up the text without distracting. Easy to read and aesthetically well-laid out. There are a couple of line breaks that add a couple of blank lines where they don't need to be here and there, but that is nitpicky stuff. Overall, it reads and looks great.

Cultural Relevance rating: 2

The text is not culturally insensitive, indeed, the problem with it is exactly the opposite. It is clear that part of the goal of this text is to change how we think about critical thinking, moving from a logical model in which we strive for truth, to a rhetorical model in which we engage in open dialogue across varied perspectives. This is a noble goal. However, in trying to create discourse communities where voices that are often underrepresented or silenced have a place, the book does away with the point of that discourse. We want multiple perspectives because they provide insights that lead to truths we may have otherwise missed. They are correctives that undermine problematic presuppositions we did not even realize we were making that leads us away from truth. They allow us to see other ways of valuing things that we would not have values under our initial set of meanings. Eliminating the centrality of truth as a goal in discourse does not create room for other voices, it eliminates the point of needing those other voices. Indeed, the unintentional consequence of this approach to critical thinking is the devaluing of rationality, of truth, of scientific findings. We need to take action to reverse climate change. This can only be done if we have a robust notion of truth and its importance.

Logic is an activity you learn by doing. The lack of exercises or active engagement projects in the text is something that would place a load on the instructor to develop if this were to be an effective book in use.

Reviewed by Marion Hernandez, Adjunct Instructor English Department/DCE, Bunker Hill Community College on 12/27/20, updated 1/6/21

The book does name, identify and define key terms of argument and the basis for effective argument. read more

The book does name, identify and define key terms of argument and the basis for effective argument.

Content Accuracy rating: 4

This text has no grammatical errors and is unbiased in the definitions and the various contexts in which arguments occur.

Relevance and longevity do not really apply to the subject and context of this text. The book is very general and the time and place do not play a role.

Clarity rating: 2

The definitions and graphs/charts (only 2 or 3 have been added) are very basic, almost to the point of being counter productive. The Inductive and deductive chart has no value in the design or in the side notes accompanying the graph. No enough detail or design features were added to this one graph.

Consistency is not a feature to discuss because every chapter has a different main idea from types of arguments to resolving arguments to types of behavior commonly seen during arguments. There is no sequencing of material from beginning to end in term of moving from basic through intermediate and advanced level of thinking.

The book clearly defines the title of each section, but again, all taken together, no advancement in theory is developed throughout.

Organization/Structure/Flow rating: 2

The chapters do not appear in any type of order. The book moves from arguing to argument and behaviors commonly found during arguments. The last chapters talk about reasoning skills such as inductive and deductive thinking.

Interface rating: 1

The graphic and pictures do nothing to promote thinking or understanding and are therefore superfluous.

Grammatical Errors rating: 2

This critique here is not so much grammar but but point of view. The book really reads like a self help book or guide for a very basic reader. But the point of view shifts from 'you" as is what "you" should do to the the third person "they". This is very poor writing and leads to the next point which is its lack of value as a high school or college text. It is difficult to understand what student and in what circumstances would benefit or be inspired to read it.

Cultural Relevance rating: 5

There is no politically incorrect content.

As briefly mentioned, the causal, offhand, self help nature of this book is not designed in any way to be used as a text. Because each chapter is separate with no sequencing, it would be impossible to develop any in depth assignments, No exercises are added so nothing would materialize in the way of theory, practice, analysis or discussion.

Table of Contents

• 1: Standing Up For Your Point Of View
• 2: Communicating An Argument
• 5: Building Your Case With Issues, Analysis And Contentions
• 6: Evidence
• 7: Reasoning
• 8: Validity Or Truth
• 9: Changing Beliefs, Attitudes and Behavior
• 10: Decision Making - Judging an Argument
• 11: Discovering, Examining and Improving Our Reality
• 12: The Foundations of Critical Thinking

Ancillary Material

About the book.

There is a quote that has been passed down many years and is most recently accounted to P.T. Barnum, “There is a sucker born every minute.” Are you that sucker? If you were, would you like to be “reborn?” The goal of this book is to help you through that “birthing” process. Critical thinking and standing up for your ideas and making decisions are important in both your personal and professional life. How good are we at making the decision to marry? According to the Centers for Disease Control, there is one divorce in America every 36 seconds. That is nearly 2,400 every day. And professionally, the Wall Street Journal predicts the average person will have 7 careers in their lifetime. Critical thinking skills are crucial.

Critical thinking is a series learned skills. In each chapter of this book you will find a variety of skills that will help you improve your thinking and argumentative ability. As you improve, you will grow into a more confident person being more in charge of your world and the decisions you make.

About the Contributors

Jim Marteney , Professor Emeritus (Communication Studies) at Los Angeles Valley College

Contribute to this Page

What this handout is about

This handout will define what an argument is and explain why you need one in most of your academic essays.

Arguments are everywhere

You may be surprised to hear that the word “argument” does not have to be written anywhere in your assignment for it to be an important part of your task. In fact, making an argument—expressing a point of view on a subject and supporting it with evidence—is often the aim of academic writing. Your instructors may assume that you know this and thus may not explain the importance of arguments in class.

Most material you learn in college is or has been debated by someone, somewhere, at some time. Even when the material you read or hear is presented as a simple fact, it may actually be one person’s interpretation of a set of information. Instructors may call on you to examine that interpretation and defend it, refute it, or offer some new view of your own. In writing assignments, you will almost always need to do more than just summarize information that you have gathered or regurgitate facts that have been discussed in class. You will need to develop a point of view on or interpretation of that material and provide evidence for your position.

Consider an example. For nearly 2000 years, educated people in many Western cultures believed that bloodletting—deliberately causing a sick person to lose blood—was the most effective treatment for a variety of illnesses. The claim that bloodletting is beneficial to human health was not widely questioned until the 1800s, and some physicians continued to recommend bloodletting as late as the 1920s. Medical practices have now changed because some people began to doubt the effectiveness of bloodletting; these people argued against it and provided convincing evidence. Human knowledge grows out of such differences of opinion, and scholars like your instructors spend their lives engaged in debate over what claims may be counted as accurate in their fields. In their courses, they want you to engage in similar kinds of critical thinking and debate.

Argumentation is not just what your instructors do. We all use argumentation on a daily basis, and you probably already have some skill at crafting an argument. The more you improve your skills in this area, the better you will be at thinking critically, reasoning, making choices, and weighing evidence.

Making a claim

What is an argument? In academic writing, an argument is usually a main idea, often called a “claim” or “thesis statement,” backed up with evidence that supports the idea. In the majority of college papers, you will need to make some sort of claim and use evidence to support it, and your ability to do this well will separate your papers from those of students who see assignments as mere accumulations of fact and detail. In other words, gone are the happy days of being given a “topic” about which you can write anything. It is time to stake out a position and prove why it is a good position for a thinking person to hold. See our handout on thesis statements .

Claims can be as simple as “Protons are positively charged and electrons are negatively charged,” with evidence such as, “In this experiment, protons and electrons acted in such and such a way.” Claims can also be as complex as “Genre is the most important element to the contract of expectations between filmmaker and audience,” using reasoning and evidence such as, “defying genre expectations can create a complete apocalypse of story form and content, leaving us stranded in a sort of genre-less abyss.” In either case, the rest of your paper will detail the reasoning and evidence that have led you to believe that your position is best.

When beginning to write a paper, ask yourself, “What is my point?” For example, the point of this handout is to help you become a better writer, and we are arguing that an important step in the process of writing effective arguments is understanding the concept of argumentation. If your papers do not have a main point, they cannot be arguing for anything. Asking yourself what your point is can help you avoid a mere “information dump.” Consider this: your instructors probably know a lot more than you do about your subject matter. Why, then, would you want to provide them with material they already know? Instructors are usually looking for two things:

• Proof that you understand the material
• A demonstration of your ability to use or apply the material in ways that go beyond what you have read or heard.

This second part can be done in many ways: you can critique the material, apply it to something else, or even just explain it in a different way. In order to succeed at this second step, though, you must have a particular point to argue.

Arguments in academic writing are usually complex and take time to develop. Your argument will need to be more than a simple or obvious statement such as “Frank Lloyd Wright was a great architect.” Such a statement might capture your initial impressions of Wright as you have studied him in class; however, you need to look deeper and express specifically what caused that “greatness.” Your instructor will probably expect something more complicated, such as “Frank Lloyd Wright’s architecture combines elements of European modernism, Asian aesthetic form, and locally found materials to create a unique new style,” or “There are many strong similarities between Wright’s building designs and those of his mother, which suggests that he may have borrowed some of her ideas.” To develop your argument, you would then define your terms and prove your claim with evidence from Wright’s drawings and buildings and those of the other architects you mentioned.

Do not stop with having a point. You have to back up your point with evidence. The strength of your evidence, and your use of it, can make or break your argument. See our handout on evidence . You already have the natural inclination for this type of thinking, if not in an academic setting. Think about how you talked your parents into letting you borrow the family car. Did you present them with lots of instances of your past trustworthiness? Did you make them feel guilty because your friends’ parents all let them drive? Did you whine until they just wanted you to shut up? Did you look up statistics on teen driving and use them to show how you didn’t fit the dangerous-driver profile? These are all types of argumentation, and they exist in academia in similar forms.

Every field has slightly different requirements for acceptable evidence, so familiarize yourself with some arguments from within that field instead of just applying whatever evidence you like best. Pay attention to your textbooks and your instructor’s lectures. What types of argument and evidence are they using? The type of evidence that sways an English instructor may not work to convince a sociology instructor. Find out what counts as proof that something is true in that field. Is it statistics, a logical development of points, something from the object being discussed (art work, text, culture, or atom), the way something works, or some combination of more than one of these things?

Be consistent with your evidence. Unlike negotiating for the use of your parents’ car, a college paper is not the place for an all-out blitz of every type of argument. You can often use more than one type of evidence within a paper, but make sure that within each section you are providing the reader with evidence appropriate to each claim. So, if you start a paragraph or section with a statement like “Putting the student seating area closer to the basketball court will raise player performance,” do not follow with your evidence on how much more money the university could raise by letting more students go to games for free. Information about how fan support raises player morale, which then results in better play, would be a better follow-up. Your next section could offer clear reasons why undergraduates have as much or more right to attend an undergraduate event as wealthy alumni—but this information would not go in the same section as the fan support stuff. You cannot convince a confused person, so keep things tidy and ordered.

Counterargument

One way to strengthen your argument and show that you have a deep understanding of the issue you are discussing is to anticipate and address counterarguments or objections. By considering what someone who disagrees with your position might have to say about your argument, you show that you have thought things through, and you dispose of some of the reasons your audience might have for not accepting your argument. Recall our discussion of student seating in the Dean Dome. To make the most effective argument possible, you should consider not only what students would say about seating but also what alumni who have paid a lot to get good seats might say.

You can generate counterarguments by asking yourself how someone who disagrees with you might respond to each of the points you’ve made or your position as a whole. If you can’t immediately imagine another position, here are some strategies to try:

• Do some research. It may seem to you that no one could possibly disagree with the position you are arguing, but someone probably has. For example, some people argue that a hotdog is a sandwich. If you are making an argument concerning, for example, the characteristics of an exceptional sandwich, you might want to see what some of these people have to say.
• Talk with a friend or with your teacher. Another person may be able to imagine counterarguments that haven’t occurred to you.
• Consider your conclusion or claim and the premises of your argument and imagine someone who denies each of them. For example, if you argued, “Cats make the best pets. This is because they are clean and independent,” you might imagine someone saying, “Cats do not make the best pets. They are dirty and needy.”

Once you have thought up some counterarguments, consider how you will respond to them—will you concede that your opponent has a point but explain why your audience should nonetheless accept your argument? Will you reject the counterargument and explain why it is mistaken? Either way, you will want to leave your reader with a sense that your argument is stronger than opposing arguments.

When you are summarizing opposing arguments, be charitable. Present each argument fairly and objectively, rather than trying to make it look foolish. You want to show that you have considered the many sides of the issue. If you simply attack or caricature your opponent (also referred to as presenting a “straw man”), you suggest that your argument is only capable of defeating an extremely weak adversary, which may undermine your argument rather than enhance it.

It is usually better to consider one or two serious counterarguments in some depth, rather than to give a long but superficial list of many different counterarguments and replies.

Be sure that your reply is consistent with your original argument. If considering a counterargument changes your position, you will need to go back and revise your original argument accordingly.

Audience is a very important consideration in argument. Take a look at our handout on audience . A lifetime of dealing with your family members has helped you figure out which arguments work best to persuade each of them. Maybe whining works with one parent, but the other will only accept cold, hard statistics. Your kid brother may listen only to the sound of money in his palm. It’s usually wise to think of your audience in an academic setting as someone who is perfectly smart but who doesn’t necessarily agree with you. You are not just expressing your opinion in an argument (“It’s true because I said so”), and in most cases your audience will know something about the subject at hand—so you will need sturdy proof. At the same time, do not think of your audience as capable of reading your mind. You have to come out and state both your claim and your evidence clearly. Do not assume that because the instructor knows the material, he or she understands what part of it you are using, what you think about it, and why you have taken the position you’ve chosen.

Critical reading

Critical reading is a big part of understanding argument. Although some of the material you read will be very persuasive, do not fall under the spell of the printed word as authority. Very few of your instructors think of the texts they assign as the last word on the subject. Remember that the author of every text has an agenda, something that he or she wants you to believe. This is OK—everything is written from someone’s perspective—but it’s a good thing to be aware of. For more information on objectivity and bias and on reading sources carefully, read our handouts on evaluating print sources and reading to write .

Take notes either in the margins of your source (if you are using a photocopy or your own book) or on a separate sheet as you read. Put away that highlighter! Simply highlighting a text is good for memorizing the main ideas in that text—it does not encourage critical reading. Part of your goal as a reader should be to put the author’s ideas in your own words. Then you can stop thinking of these ideas as facts and start thinking of them as arguments.

When you read, ask yourself questions like “What is the author trying to prove?” and “What is the author assuming I will agree with?” Do you agree with the author? Does the author adequately defend her argument? What kind of proof does she use? Is there something she leaves out that you would put in? Does putting it in hurt her argument? As you get used to reading critically, you will start to see the sometimes hidden agendas of other writers, and you can use this skill to improve your own ability to craft effective arguments.

Works consulted

We consulted these works while writing this handout. This is not a comprehensive list of resources on the handout’s topic, and we encourage you to do your own research to find additional publications. Please do not use this list as a model for the format of your own reference list, as it may not match the citation style you are using. For guidance on formatting citations, please see the UNC Libraries citation tutorial . We revise these tips periodically and welcome feedback.

Anson, Chris M., and Robert A. Schwegler. 2010. The Longman Handbook for Writers and Readers , 6th ed. New York: Longman.

Booth, Wayne C., Gregory G. Colomb, Joseph M. Williams, Joseph Bizup, and William T. FitzGerald. 2016. The Craft of Research , 4th ed. Chicago: University of Chicago Press.

Ede, Lisa. 2004. Work in Progress: A Guide to Academic Writing and Revising , 6th ed. Boston: Bedford/St Martin’s.

Gage, John T. 2005. The Shape of Reason: Argumentative Writing in College , 4th ed. New York: Longman.

Lunsford, Andrea A., and John J. Ruszkiewicz. 2016. Everything’s an Argument , 7th ed. Boston: Bedford/St Martin’s.

Rosen, Leonard J., and Laurence Behrens. 2003. The Allyn & Bacon Handbook , 5th ed. New York: Longman.

You may reproduce it for non-commercial use if you use the entire handout and attribute the source: The Writing Center, University of North Carolina at Chapel Hill

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Nearly all scholarly writing makes an argument. That’s because its purpose is to create and share new knowledge so it can be debated to confirm, disprove, or improve it. That arguing takes place mostly in journals and scholarly books and at conferences. It’s called the scholarly conversation, and it’s that conversation that moves forward what we humans learn and know.

Your scholarly writing for classes should do the same—make an argument—just like your professors’ journal article, scholarly book, and conference presentation writing does. You may not have realized that the writing you’re required to do mirrors what scholars in universities, the country, and all over the world must do to create new knowledge and debate it. Most arguments put forth a new theory, hypothesis, or new view of a current or ongoing issue. Of course, you’re probably a beginner at constructing arguments in writing, while most professors have been at it for some time. And your audience, for now, also may be more limited than your professors. But the process is much the same. As you complete your research assignments, you, too, are entering the scholarly conversation.

Making an argument means trying to convince others that you are correct as you describe a thing, situation, relationship, or phenomenon and to persuade them to take a particular action. This skill is important not just in college, but also for nearly every professional job you hold after college. So learning how to make an argument is good job preparation, even if you do not choose a scholarly career.

If you realize that your final product for your research project is to make an argument, you will have a significant head start. By keeping this in mind you will know that the resources you’re going to need are those that support the components of an argument for are writing your audience.

Happily (and not coincidentally), most of those components coincide with the information needs we’ll be talking about. We will be discussing meeting information needs by using a variety of resources that will enable you to write the corresponding argument component in your final product.

Critical Thinking in Academic Research Copyright © 2022 by Cindy Gruwell and Robin Ewing is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License , except where otherwise noted.

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Critical thinking arguments for beginners

Critical thinking is one of the most valuable sets of life skills you can ever have and it’s never too late to learn them. People who can think critically are better at problem solving of all kinds, whether at school or work, in ordinary daily life, and even in crises. You can practice critical thinking by working through typical arguments from premises to conclusions.

You need no special qualifications to become a strong critical thinker, and can’t pick it up simply from reading books about critical thinking. The only way to hone critical thinking skills is to practice critical thinking.

What is critical thinking?

Let’s first illustrate the answer to this question by taking a look at how we can think critically about potential misinformation online.

Your friend on a social media site has shared a photograph of election ballot slips apparently being tipped into a river by a postal truck driver, reportedly a supporter of a political party who will benefit from lower postal voter turnout.

Your friend is a supporter of another party and expresses outrage at the alleged law-breaking, election influencing, and reduced chances for her own party candidate. Many other friends pile in with sympathetic and equally outraged comments, or new allegations.

The temptation might be strong to accept the narrative caption which accompanies the picture, echo your friends’ emotional responses, and share the photo further. However, as a critical thinker, you should step back and ask some crucial questions first:

Your search reveals that credible sources have already uncovered the photo as having been manipulated and spread by an online political group. It was originally a local news story about a crashed postal truck in another country five years earlier and has no relationship whatsoever to the current election in your country…

What are critical thinking arguments?

Let’s now look at some of the basic building blocks underpinning critical thinking arguments for beginners.

Deductive reasoning

Deductive reasoning attempts to absolutely guarantee a conclusion’s truth through logic. If a deductive argument’s premises are true, it should be impossible for its conclusion to be false. For example:

Inductive reasoning

Do note that in either case, straight assertions, explanations or conditional sentences are not arguments.

How do I assess a critical thinking argument?

If an argument is said to be ‘valid’, it means that it is impossible for the conclusion to be false if the premises are true. If an argument is ‘invalid’, it is possible for the premises to be true and the conclusion false.

When an argument is inductively strong, the truth of the premises makes the the truth of the conclusion probable. In contrast, in an inductively ‘weak’ argument, the truth of the premises do not make the truth of the conclusion probable.

Counterexamples

All of these fundamentals can be applied both to simple practice arguments and then to more complex problems of the type you might encounter in real life.

How can I practice critical thinking arguments for beginners?

Now that you have the basic tools and concepts for putting together a critical thinking argument, you can look  out for real life examples to practice with.

News stories

Social media, corporate statements.

Evaluate claims made by big corporations in public statements and annual reports alongside their actions and impacts. For example, if a major oil company claims that it is working to combat climate change, how strong, valid and sound are their arguments?

Conclusion…

Whatever your starting point, we hope this article has set you on the road to becoming a critical thinker, and that these developing skills might open new doors at school, at work or in other areas of life. The world needs more critical thinking at all levels and your contribution might one day be valuable.

You may also like

Critical thinking for self-improvement: a guide to unlocking your potential, clinical reasoning and critical thinking, how to overcome procrastination, what is decision making capacity: understanding competence in choices, download this free ebook.

Library Guides

Critical thinking and writing: critical writing and argumentation.

• Critical Thinking
• Problem Solving
• Critical Reading
• Critical Writing and Argumentation
• Presenting your Sources

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

Key features of critical writing

Key features in critical writing include:

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

Structuring Your Writing to Express Criticality

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

Description :

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

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

Here are some possible analytical questions:

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

With analysis you challenge the “received knowledge” and your own your assumptions.

Evaluation : 

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

Tip: Try to include a bit of description, analysis and evaluation in every paragraph. Writing strong paragraphs can help, as it reminds you to conclude each paragraph drawing a conclusion. However, you may also intersperse the analysis with evaluation, within the development of the paragraph. You may also find out that some parts of your work contain more description, analysis or evaluation. This could also be an effective way of structuring your critical text.

Argumentation

Presenting and defending an argument, with reasons and evidence, is a main expectation (and assessment criterion) of most essays and other forms of assessments, including dissertations. With argumentation you demonstrate critical thinking as you can draw conclusions and take a position you can defend on a topic.

What is an argument? In academic writing, an argument is the reason or set of reasons that demonstrate the validity of a thesis statement.

The view that you defend is called a  thesis statement . 

To write an effective argument, you will need to provide the following:

• Thesis statement (preferably stated in the introduction, e.g., this essay argues that...)
• Evidence in the form of literature, data, research findings etc.
• Logic: the thesis statement must be supported logically by the evidence.
• Consideration of counter-arguments
• You can present concessions to counter-arguments, but should reject their key points with your evidence/reasoning.
• Confident whenever possible
• Cautious, qualifying, hedging, when there are uncertainties and limitations

For more guidance on argumentation see page Argument and Criticality in the essay writing guide. 

Useful resources

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

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

Workshop recording

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

Workshop Slides

• Critical Thinking and Writing
• << Previous: Critical Reading
• Next: Presenting your Sources >>
• Last Updated: Aug 20, 2024 11:59 AM
• URL: https://libguides.westminster.ac.uk/critical-thinking-and-writing

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IDENTIFYING ARGUMENTS

8.1 WHAT IS AN ARGUMENT?

In ordinary usage, an argument is often taken to be a somewhat heated dispute between people. But in logic and critical thinking, an argument is a list of statements, one of which is the conclusion and the others are the premises or assumptions of the argument. An example:

It is raining.

So you should bring an umbrella.

In this argument, the first statement is the premise and the second one the conclusion. The premises of an argument are offered as reasons for accepting the conclusion. It is therefore irrational to accept an argument as a good one and yet refuse to accept the conclusion. Giving reasons is a central part of critical thinking. It is not the same as simply expressing an opinion. If you say “that dress looks nice,” you are only expressing an opinion. But if you say “that dress looks nice because the design is very elegant,” then it would be an argument indeed. Dogmatic people tend to make assertions without giving arguments. When they cannot defend themselves, they often resort to responses such as “this is a matter of opinion,” “this is just what you think,” or “I have the right to believe whatever I want.”

The ability to construct, identify, and evaluate arguments is a crucial part of critical thinking. Giving good arguments helps us convince other people, and improve our presentation and debating skills. More important, using arguments to support our beliefs with reasons is likely to help us discover the ...

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How to Write a Critical Thinking Essay: Steps & Example

Critical thinking is a powerful skill that helps you analyze information and form well-reasoned arguments. As a matter of fact, the human brain uses more energy when critically thinking than when relaxing. This article will guide you through the steps of writing a successful critical thinking essay.

In this article, you will learn:

• How to craft a strong essay
• The importance of these essays
• The structure with an example
• Valuable bonus tips to strengthen your writing

By following these steps and incorporating the provided information, you'll be well on your way to writing impressive essays. If you need further guidance, always count on our fast essay writing service .

What is Critical Thinking Essay

A critical thinking essay is a type of writing where you analyze a topic thoroughly. You'll consider different viewpoints, evaluate evidence from studies or expert opinions, and form your own well-reasoned conclusion. Here, you need to look at an issue from all angles before deciding where you stand. This type of essay goes beyond memorizing facts. It actively engages with information, questions assumptions, and develops your own thoughtful perspective.

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Importance of Critical Thinking and Its Use in Writing

Critical thinking is a skill that benefits all types of writing, not just essays. It helps you become a more informed and effective communicator. Here's why it's important:

• Stronger Arguments: Critical thinking helps you build solid arguments. You won't just state your opinion but back it up with evidence and consider opposing viewpoints. This makes your writing more persuasive and convincing.
• Deeper Understanding: When writing a critical thinking essay, you'll analyze information, identify biases, and think about the bigger picture. This leads to a richer understanding of the topic and a more insightful essay.
• Clearer Communication: By organizing your thoughts critically, your writing becomes clearer and more focused. You'll present your ideas in a logical order, making it easier for readers to follow your argument.
• Spotting Fake News: Critical thinking skills help you evaluate the information you encounter online and in the world around you. You'll be better equipped to identify unreliable sources and biased information, making you a more discerning reader and writer.
• Improved Problem-Solving: Critical thinking helps you approach challenges thoughtfully. As you write, you'll learn to analyze complex issues, consider different solutions, and ultimately develop well-reasoned conclusions. This skill extends beyond writing and can be applied to all areas of your life.

For more detailed information on the importance of critical thinking , visit our dedicated article.

Critical Thinking Essay Format

In a critical thinking essay outline, each piece has its place and contributes to the overall picture. Here's a breakdown of the key components:

Check out our critical analysis example to see how this format comes to life.

Critical Thinking Essay Questions

Now that you understand the structure of this essay, let's get your brain working! Here are some questions to help you generate strong critical thinking essay topics:

• How can you tell if a source of information is reliable?
• What are the potential biases that might influence research or news articles?
• How can you identify logical fallacies in arguments?
• How can you weigh the pros and cons of a complex issue?
• How can your own experiences or background influence your perspective on a topic?

Sample Essay Topics:

• History: Should historical monuments that celebrate controversial figures be removed or repurposed?
• Science: With advancements in gene editing, should we allow parents to choose their children's traits?
• Art & Culture: Does artificial intelligence pose a threat to the creativity and value of human art?
• Space Exploration: Should we prioritize colonizing Mars or focus on solving problems on Earth?
• Business Ethics: Is it ethical for companies to automate jobs and potentially displace workers?
• Education: In a world with readily available information online, is traditional classroom learning still necessary?
• Global Issues: Is focusing solely on national interests hindering efforts to address global challenges like climate change?

Remember, these are just a few ideas to get you started. Choose a topic that interests you and allows you to explore different perspectives critically.

How to Write a Critical Thinking Essay

We've covered the foundation – the structure and key elements of a critical thinking essay. Now, let's dive into the writing process itself! Remember, the steps on how to start a critical thinking essay, such as defining your topic, crafting a thesis, gathering evidence, etc., are all interconnected. As you write, you'll move back and forth between them to refine your argument and build a strong essay.

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Understand the Assignment Requirements

Taking some time to understand the assignment from the beginning will save you time and frustration later. Grasping your critical thinking paper instructions ensures you're on the right track and meeting your teacher's expectations. Here's what to focus on:

• The Prompt: This is the core of the assignment, outlining the topic and what you're expected to do. For example, if it asks what critical thinking skills are, Look for keywords like "define," "describe," or "explain." These indicate the type of essay you need to write and the approach you should take.
• Specific Requirements: Pay attention to details like the essay length, formatting style (e.g., MLA, APA), and any specific sources you need to use. Missing these guidelines can lead to point deductions.
• Grading Rubric (if provided): This is a goldmine! The rubric often outlines the criteria your essay will be graded on, like clarity of argument, use of evidence, and proper citation style. Knowing these expectations can help you tailor your writing to excel.

Select a Critical Thinking Topic

Think about the prompt or theme provided by your teacher. Are there any aspects that pique your interest? Perhaps a specific angle you haven't explored much? The best topics are those that spark your curiosity and allow you to engage with the material in a meaningful way.

Here are some tips for selecting a strong critical thinking essay topic:

• Relevance to the Assignment: Make sure your chosen topic directly relates to the prompt and allows you to address the key points. Don't stray too far off course!
• Interest and Engagement: Choose a topic that you find genuinely interesting. Your enthusiasm will show in your writing and make the research and writing process more enjoyable.
• Complexity and Scope: Aim for a topic that's complex enough to provide depth for analysis but not so broad that it becomes overwhelming. You want to be able to explore it thoroughly within the essay's length limitations.
• Availability of Sources: Ensure you have access to credible sources like academic journals, news articles from reputable sources, or books by experts to support your argument.

Remember: Don't be afraid to get creative! While some prompts may seem broad, there's often room to explore a specific angle or sub-topic within the larger theme.

Conduct In-Depth Research

This is where you'll gather the information and evidence when writing a critical thinking essay. However, don't just copy information passively. Critically analyze the sources you find.

• Start with Reliable Sources: Steer clear of unreliable websites or questionable information. Focus on credible sources like academic journals, scholarly articles, reputable news outlets, and books by established experts in the field.
• Use Library Resources: Librarians can guide you towards relevant databases, academic journals, and credible online resources.
• Search Engines Can Be Your Friend: While you shouldn't rely solely on search engines, they can be helpful starting points. Use keywords related to your topic, and be critical of the websites you visit. Look for sites with a clear "About Us" section and reputable affiliations.
• Vary Your Sources: Don't just rely on one type of source. Seek out a variety of perspectives, including research studies, data, historical documents, and even opposing viewpoints. This will give your essay well-roundedness and depth.

Develop a Strong Thesis Statement

Your thesis statement encapsulates your main argument or perspective on the topic. A strong thesis statement tells your readers exactly what your essay will be about and prepares them for the evidence you'll present.

During your critical thinking process, make sure you include these key characteristics:

• Specificity: It goes beyond simply stating the topic and clearly outlines your position on it.
• Focus: It focuses on a single main point that you'll develop throughout the essay.
• Argumentative: It indicates your stance on the issue, not just a neutral observation.
• Clarity: It's clear, concise, and easy for the reader to understand.

For example, here's a weak thesis statement:

Deepfakes are a new technology with both positive and negative implications.

This is too vague and doesn't tell us anything specific about ethics. Here's a stronger version:

While deep lakes have the potential to revolutionize entertainment and education, their ability to create highly convincing misinformation poses a significant threat to democracy and social trust.

This thesis is specific, focused, and clearly states the argument that will be explored in the essay.

Outline the Structure of Your Essay

With a strong thesis statement guiding your way, it's time to create a roadmap for your essay. This outline will serve as a blueprint, ensuring your arguments flow logically and your essay has a clear structure. Here's what a basic outline for a critical thinking essay might look like:

This is a flexible structure, and you may need to adapt it based on your specific topic and the length of your essay. However, having a clear outline will help you stay organized and ensure your essay flows smoothly from point to point.

Write an Engaging Introduction

The introduction should be captivating and give your reader a taste of what's to come. Here are some tips for crafting a strong introduction:

• Start with a Hook: Use an interesting fact, a thought-provoking question, or a relevant anecdote to grab your reader's attention right from the start. This will pique their curiosity and make them want to read more.
• Introduce the Topic: Briefly introduce the topic you'll be exploring and explain its significance. Why is this topic important to discuss?
• Present Your Thesis: Clearly and concisely state your thesis statement. This tells your reader exactly what your essay will argue and prepares them for the evidence you'll present.

For example, Let's say your essay is about the growing popularity of online learning platforms. Here's an introduction that uses a hook, introduces the topic, and presents a thesis statement:

With millions of students enrolled in online courses worldwide, the way we learn is undergoing a dramatic transformation. Traditionally associated with brick-and-mortar classrooms, education is now readily available through virtual platforms, offering flexibility and accessibility. This essay will examine the advantages and challenges of online learning, ultimately arguing that while it offers valuable opportunities, it cannot entirely replace the benefits of a traditional classroom setting.

Construct Analytical Body Paragraphs

The body paragraphs are the heart of your essay, where you develop your argument and convince your reader of your perspective.

• Focus on One Point Per Paragraph: Each paragraph should address a single point that directly relates to your thesis statement. Don't try to cram too much information into one paragraph.
• Start with a Topic Sentence: This sentence introduces the main point of the paragraph and explains how it connects to your thesis.
• Support with Evidence: Back up your claims with credible evidence from your research. This could include facts, statistics, quotes from experts, or relevant examples.
• Analyze and Explain: Don't just list the evidence! Use critical thinking in writing - explain how it supports your argument and analyze its significance. What does this evidence tell you about the issue?
• Consider Counterarguments (Optional): In some cases, it can be effective to acknowledge opposing viewpoints and briefly explain why they're not as strong as your argument. This demonstrates your awareness of the complexity of the issue and strengthens your own position.

For example: Let's revisit the online learning example. Imagine one of your body paragraphs focuses on the flexibility of online learning platforms. Here's a breakdown of how you might structure it:

• Topic Sentence: Online learning platforms offer students unparalleled flexibility in terms of scheduling and pace of learning.
• Evidence: A recent study by the Online Learning Consortium found that 74% of online students reported being able to manage their coursework around their work and personal commitments.
• Analysis: This flexibility allows students who may have work or family obligations to pursue their education without sacrificing other responsibilities. It also empowers students to learn at their own pace, revisiting challenging concepts or accelerating through familiar material.

Craft a Thoughtful Conclusion

The conclusion is your final opportunity to wrap up the story in a satisfying way and leave the audience with something to ponder. Here's how to write a strong conclusion for your critical thinking essay:

• Summarize Key Points: Briefly remind your reader of the main points you've discussed throughout the essay.
• Restate Your Thesis: Restate your thesis statement in a new way, emphasizing its significance.
• Final Thought or Call to Action (Optional): Leave your reader with a final thought that provokes reflection, or consider including a call to action that encourages them to take a particular stance on the issue.

Here's an example conclusion for the online learning essay:

In conclusion, while online learning platforms offer valuable flexibility and accessibility, they cannot entirely replace the benefits of a traditional classroom setting. The social interaction, real-time feedback, and personalized attention offered by in-person learning remain crucial components of a well-rounded educational experience. As technology continues to evolve, future advancements may bridge this gap, but for now, a blended approach that leverages the strengths of both online and traditional learning may be the optimal solution.

Critical Thinking Essay Example

Let's now take a look at a complete critical thinking essay to see how these steps come together. This example will show you how to structure your essay and build a strong argument.

5 Tips on How to Develop Critical Thinking Skills

Critical thinking helps you form well-reasoned arguments and make sound decisions. Here are 5 tips to sharpen your critical thinking skills:

• Question Everything (Respectfully): Don't just accept information at face value. Ask questions like "Why is this important?" "What evidence supports this claim?" or "Are there other perspectives to consider?". Develop a healthy skepticism (doubt) but be respectful of others' viewpoints.
• Dig Deeper than Headlines: In today's fast-paced world, headlines can be misleading. Go beyond the surface and seek out credible sources that provide in-depth analysis and evidence. Look for articles from reputable news organizations, academic journals, or books by established experts.
• Embrace Different Viewpoints: Exposing yourself to various perspectives strengthens your critical thinking. Read articles that present opposing viewpoints, watch documentaries that explore different sides of an issue, or engage in respectful discussions with people who hold contrasting opinions.
• Spot Logical Fallacies: Logical fallacies are errors in reasoning that can lead to flawed conclusions. Learn to identify common fallacies like bandwagon appeals (appealing to popularity), ad hominem attacks (attacking the person instead of the argument), or slippery slope arguments (suggesting a small step will lead to a disastrous outcome).
• Practice Makes Progress: Critical thinking is a skill that improves with practice. Engage in activities that encourage analysis and debate. Write persuasive essays, participate in class discussions, or join a debate club. The more you exercise your critical thinking muscles, the stronger they become.

By incorporating these tips into your daily routine, you'll be well on your way to becoming a more critical thinker. Remember, keep questioning things, explore different ideas, and practice your writing!

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What is an Example of Critical Thinking?

How do you start writing a critical thinking essay, how to structure a critical thinking essay.

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specializes in creating authoritative content on marketing, business, and finance, with a versatile ability to handle any essay type and dissertations. With a Master’s degree in Business Administration and a passion for social issues, her writing not only educates but also inspires action. On EssayPro blog, Annie delivers detailed guides and thought-provoking discussions on pressing economic and social topics. When not writing, she’s a guest speaker at various business seminars.

is an expert in nursing and healthcare, with a strong background in history, law, and literature. Holding advanced degrees in nursing and public health, his analytical approach and comprehensive knowledge help students navigate complex topics. On EssayPro blog, Adam provides insightful articles on everything from historical analysis to the intricacies of healthcare policies. In his downtime, he enjoys historical documentaries and volunteering at local clinics.

• Critical thinking and writing . (n.d.). https://studenthub.city.ac.uk/__data/assets/pdf_file/0011/372818/2.-Critical-thinking-guide_FINAL.pdf
• ‌Lane, J. (2023, September 6). Critical thinking for critical writing | SFU Library . Www.lib.sfu.ca . https://www.lib.sfu.ca/about/branches-depts/slc/writing/argumentation/critical-thinking-writing

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3 Teaching Argument Construction

Justine kingsbury.

[1] Most critical thinking textbooks tell students nothing about how to construct good arguments of their own. Their focus is on the identification and evalu a tion of other people’s arguments — as you would expect, since they are after all critical thinking textbooks.

Although teaching students how to evaluate arguments is the primary goal of critical thinking courses, such courses also provide the ideal context for the teaching of argument construction. Writing courses sometimes instruct students in how to write an argumentative essay, but they tend not to go into any detail about what differentiates a good argument from a bad one. By the middle of a critical thinking course, in contrast, students should have a c quired some idea of what makes a good argument good, so they are well placed to be told how to construct one themselves . Although learning the difference between a good argument and a bad argument goes some way towards showing you how to construct good arguments of your own, it does not go all the way. Some explicit instruction is needed.

However, it is difficult to provide such instruction in a large lecture class. The best way to learn argument construction, once you have learned how to evaluate arguments, is to construct arguments and then have them evaluated either by your peers or by a tutor. How can you teach argument construction in a lecture? All that there is to say about it (given that the students already know how to evaluate arguments) can be conveyed in about five minutes.

Here is a method of teaching argument construction that I have developed to suit a teaching situation in which there are two one-hour lectures and one one- hour tutorial per week. The lecture class contains approximately two hundred students: each tutorial group contains between ten and twenty. One lecture and one tutorial are devoted entirely to argument construction. The lecture consists of a five-minute introductory spiel followed by an in-class exercise in which we construct an argument as a group. Then the students are given a homework assign ment: a list of statements from which they are to choose o ne and construct the best argu ment they can for it. In the tutorial, their arguments will be presented to the class, and the class will make su g gestions about how the argument could be improved.

The five-minute introduction

The introductory spiel begins by reminding the students of what constitutes a good argument, and then goes on to suggest the following method for co n struct ing one:

• Consider your conclusion. If it is a conclusion that you believe, think about why you believe it, and write those reasons down. If the conclusion is not one which you believe, think “What reasons might someone have for believing that conclusion?” and write those reasons down.
• If you end up with several distinct sets of reasons, divide your reasons into related groups.
• Focus on one reason or group of related reasons. Consider whether or not there are any unstated premises that need to be added before those reasons will support your conclusion. If there are, add those premises.
• Consider whether or not your initial premises and unstated assumptions are plausible. Do they in turn need to be supported by additional premises to make them acceptable to your intended audience? Add as many such premises as you think are necessary. Now you have an argument.
• Evaluate your argument as if it were someone else’s. Consider what objections to it might be raised by a reasonable and knowledgeable opponent. Are the premises plausible as they stand, or do they need further support? Do the premises provide enough support for the conclusion: if they were true, would they make the conclusion sufficiently likely? If not, adjust your argument accordingly. One way to test the amount of support the premises give the conclusion is to try to construct counterexamples: see if you can think of any situations in which the premises would all be true but the conclusion false. If you find any such counterexamples, then you should add premises, or adjust your premises, in such a way that the counterexamples are blocked, thus strengthening your argument.

The group exercise in constructing an argument

Having explained the method, I present the class with a claim for which we are going to construct arguments. It should be a claim that does not require any special iz ed knowledge to argue for, one that the students are likely to have thought about, and preferably one for which there are lots of different arguments. “God exists” works well. I invite the class to come up with re a sons why a person might believe that God exists, and write all of their re a sons up on the blackboard without comment. Here is a typical list.

• Most people believe that God exists.
• People have believed in God for a very long time.
• The Bible says so.
• How else could the world have come into existence?
• God talks to me inside my head.
• There are miraculous healings.
• People speak in tongues.
• I was brought up to believe that God exists.

If some of the reasons given seem to belong to the same argument, the st u dents put them together, and then they choose a reason or set of reasons that we will turn into an argument. I ask them what premises need to be added before the reason(s) will provide strong support for the conclusion, whether these added premises are plausible, and whether the original reason or re a sons is plausible. Often the premises require additional premises to support them. It is easiest to present this in the form of a diagram on the blackboard, the diagram method being one that the students have already learned while lea rning how to analyze and evalu ate arguments.

On the following page is an example constructed in a recent critical thin k ing class (obviously, there are more premises that could be added) .

The aim is to construc t t he best argument possible on the basis of the ch o sen premise or set of premises. Usually it will not be an absolutely watertight argu ment, and when it is as good as it seems to be getting, I sometimes ask the students to point out premises or links which are questionable.

Sometimes it turns out that nothing resembling a good argument can be constructed on the basis of the reason given. For example, there are no pla u sible premises whic h can be added which will make “ I was brought up to be lieve that God exists” a good reason to believe that God exists: this is an explanation of why the person believes in God, rather than evidence suppor t ing the claim that God exists. In such a case, or when we have successfully constructed an argument and still have more time, we go on to construct an argument based on one of the other reasons on the list.

The homework exercise

At the end of the lecture, the students are given a list of claims and asked to choose one of them and construct the best argument for it that they can. I tend to use somewhat controversial claims about issues that are currently in the news. Then the students bring their arguments along to the tutorial, and the class provides constructive feedback.

Tutors report that students have difficulty with the homework exercise, because by this stage they have been so schooled in how to detect fallacious arguments that they see the flaws in their own arguments before they even get as far as writing them down. This is all the more reason to persevere in teaching them this commonsense method of elaborating their actual reasons for belief into detailed and well-constructed arguments. It would be a pity if one of the effects of a critical thinking course were actually to prevent st u dents from constructing good arguments of their own. [2]

• © Justine Kingsbury ↵
• Previously published in the Teaching Supplement to Informal Logic, 2002 ↵

Studies in Critical Thinking Copyright © by Justine Kingsbury is licensed under a Creative Commons Attribution 4.0 International License , except where otherwise noted.

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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

Table of contents

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.

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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.
• The sources the author cited should be easy to find, clear, and unbiased.
• For a web source, the URL and layout should signify that it is trustworthy.

Information literacy refers to a broad range of skills, including the ability to find, evaluate, and use sources of information effectively.

Being information literate means that you:

• Know how to find credible sources
• Use relevant sources to inform your research
• Understand what constitutes plagiarism
• Know how to cite your sources correctly

Confirmation bias is the tendency to search, interpret, and recall information in a way that aligns with our pre-existing values, opinions, or beliefs. It refers to the ability to recollect information best when it amplifies what we already believe. Relatedly, we tend to forget information that contradicts our opinions.

Although selective recall is a component of confirmation bias, it should not be confused with recall bias.

On the other hand, recall bias refers to the differences in the ability between study participants to recall past events when self-reporting is used. This difference in accuracy or completeness of recollection is not related to beliefs or opinions. Rather, recall bias relates to other factors, such as the length of the recall period, age, and the characteristics of the disease under investigation.

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Critical Thinking Essay: A Complete Student Guide

• Icon Calendar 30 June 2024
• Icon Page 4044 words
• Icon Clock 19 min read

Essay writing is an integral academic exercise for students in higher educational institutions. As an example of different paper types, a critical thinking essay requires people to employ analytical and reflective writing skills. In essence, these skills underscore essential features of such an essay: analysis of information, reflection on key findings, a review of information’s relevance, and an identification of any conclusions made by an author(s) or other scholars. Hence, a critical thinking paper is a specific type of writing that requires learners to read documents and make interpretations from their points of view. In turn, people need to learn how to write these essays to master their analytical, creative, and reflective skills.

General Guidelines

Critical thinking is an essential skill, particularly for students who need to analyze and interpret data. In turn, a real essence of such a skill is that learners confront issues every day that require them to make prompt decisions. Moreover, it is a unique mechanism by which individuals arrive at these decisions. Therefore, a critical thinking essay is a document that allows students to address an issue holistically. Then, it means addressing issues in an essay format by using critical thinking skills from different perspectives, highlighting possible alternatives, and making well-thought-out decisions. To a target audience, such a text makes it easy to understand a writer’s message and either agree or disagree with it. Besides, a particular decision to agree or disagree is based on a writer’s information regarding an issue in question. Hence, this is why authors of such essays need to provide details that make their arguments stronger and more palatable to an intended audience.

What Is a Critical Thinking Essay and Its Purpose

According to its definition, a critical thinking essay is an academic writing form that challenges students to analyze, evaluate, and synthesize information to form a reasoned argument or perspective. The main purpose of writing a critical thinking essay is to encourage a deeper understanding and engagement with a topic at hand and allow students to question assumptions, recognize different viewpoints, and articulate their own reasoned conclusions (Atkins & Carver, 2022). Further on, learners enhance their ability to think logically and argue persuasively, skills that are valuable not only in academic contexts but also in everyday decision-making and problem-solving. Moreover, common elements of critical thinking include analysis, evaluation, explanation, and logical conclusion (Thurman & Gary, 2020). As a result, such a composition shapes a reflective and analytical mindset, preparing people for complex real-world and problem-solving situations. In terms of pages and words, a typical length of writing a critical thinking essay depends on an academic level, course, professor, and specific assignment criteria, while general guidelines are:

High School:

• Length: 2-4 pages
• Word Count: 500-1,000 words
• Length: 3-5 pages
• Word Count: 750-1,250 words

University (Undergraduate):

• Length: 5-8 pages
• Word Count: 1,250-2,000 words

Master’s:

• Length: 8-12 pages
• Word Count: 2,000-3,000 words
• Length: 15-20 pages
• Word Count: 3,750-5,000 words

Writing Format

Note: Some sections in a critical thinking essay can be added, deleted, or combined with each other. In turn, its typical structure in writing includes an introduction with a thesis statement, body paragraphs with evidence, explanation, and analysis, counterarguments with refutations, and a conclusion that summarizes key points and restates a thesis.

Characteristics

When writing a critical thinking essay, people should address several essential features. Firstly, authors need to reflect on what they have read, meaning taking time to consider specific information’s relevance (Larsson, 2019). In essence, such an attitude helps them to make strong arguments in defense of their points of view. Secondly, learners need to analyze how this information is presented and state whether it is sufficient or needs improvement. Thirdly, they need to review observed information based on previous knowledge (Southworth, 2022). Here, they should say whether this information advances a concept or theory or contradicts existing knowledge. Finally, scholars need to identify a final conclusion reached by an author(s) of reviewed information and support or challenge it. In turn, some examples of sentence starters for beginning a critical thinking essay are:

• In recent discussions about [topic/theme], a current controversial issue involves whether [specific aspect], with various scholars arguing both for and against this perspective based on differing evidence and interpretations.
• The phenomenon of [topic] raises important questions about [related issue], prompting a need to critically examine the underlying causes and broader implications for [field or society].
• As [author/expert] argues in [source’s title], the implications of [topic] require a deeper analysis of possible factors that contribute to an ongoing debate on [related aspect].
• A primary purpose of this essay is to examine the impact of [topic] on [specific group or field] and explore how different viewpoints and evidence shape a current understanding of [issue].
• In addressing the complexities of [topic], it is essential to consider a historical context, key arguments, and counterarguments to fully appreciate that [theme] is a solution to a current discourse.
• Understanding [topic] requires more analysis of underlying factors, such as [factor 1], [factor 2], and [factor 3], each of which plays a crucial role in shaping a current discussion.
• A particular debate surrounding [topic] often centers on an issue of [specific aspect], with proponents and opponents offering contrasting perspectives that cannot be used as a single solution.
• A critical aspect of [topic] that warrants further analysis is [specific aspect], as it reveals significant implications for [related issue].
• To fully grasp an actual significance of [topic], one must first explore historical developments and key arguments that have shaped a current understanding and ongoing debates on [issue].
• In light of recent developments in [field], a hot discussion of [topic] has become increasingly relevant because it highlights a current importance of an issue and a need for a critical examination of its broader impact on [aspect].

How to Identify

Based on essential features described above, students can tell whether an essay they are writing is a critical thinking paper. Ideally, learners can know their papers are critical thinking essays if prompt requirements require them to read and analyze a text. Basically, an analysis process includes reflecting on an assigned text, commenting on how information is presented and its relation to previous knowledge, and supporting or challenging a final conclusion made (Butler, 2024). In principle, these requirements reflect defining features of such essays. A a result, to think critically, people systematically question assumptions, evaluate evidence, consider multiple perspectives, and reason logically to formulate well-supported conclusions.

A critical thinking paper differs fundamentally from other types of essays because it requires a student to read a text, such as a book or a poem, and analyze it using a writer’s perspective. Moreover, some instructions need people to analyze a film. In other words, writing a critical thinking essay emphasizes a learner’s understanding of information with a specific meaning of what a person has read, watched, or heard (Nosich, 2022). Indeed, it is a central point of difference from other types of papers that require people to refrain from personal viewpoints. Then, this feature means instructors grade such papers based on a writer’s ability to develop a coherent argument and use essential writing skills. As such, one can argue a critical thinking essay is a form of an argumentative essay.

Prompt Examples for Critical Thinking

Identify Communication Differences Between Men and Women

Under this prompt example, a student’s task is to read texts that talk about how men and women communicate and identify the differences. Hence, writers should analyze what they have read and summarize it via concise statements or arguments.

Discuss Drug Use in Sports

Under this prompt example, a student’s task is to research texts, such as research journal articles and government reports, that address a particular problem of drug use in sports and summarize their findings.

Explore an Anti-Meth Campaign

Under this prompt example, a student’s task is to read widely about anti-meth campaigns and provide an in-depth analysis of their impacts. By reading an essay, a target audience should understand whether specific campaigns have been effective or ineffective.

Describe Homelessness and Its Social Impacts

Under this prompt example, a student’s task is to read texts about homelessness, such as journal articles and reports by governments and other humanitarian organizations, and explain root causes and social implications of homelessness.

Analyze a History of College Football in the United States

Under this prompt example, a student’s task is to read documents, such as books and media articles, narrating college football history in the United States. After writing a whole essay, a target audience should identify specific challenges that college football has faced in its development in a country.

Define Health Effects of Obesity

Under this prompt example, a student’s task is to read research studies and medical reports discussing obesity. In turn, an essay should explain specific causes of obesity and corresponding risks that obese individuals face.

Review a Significance of Street Art and Graffiti

Under this prompt example, a student’s task is to read texts discussing an entire evolution of street art and graffiti and make compelling arguments as to why they are essential features of modern art.

Sports on Television: Is It Necessary?

Under this prompt example, a student’s task is to explain why television has become an essential platform for sports and how it undermines or helps advance its social and cultural significance.

What Is an Essence of Multicultural Identity?

Under this prompt example, a student’s task is to explore a phenomenon of multiculturalism that has become notable and acceptable in modern society and explain its significance.

Examine a Relevance of Body Size in Modeling

Under this prompt example, a student’s task is to explore a modeling profession and explain why body size matters. In other words, a complete essay should make a case as to why a model should have a particular body size.

Write About Understanding Multicultural Families

Under this prompt example, a student’s task is to explore multicultural families by reading texts that address a unique issue from a research or commentary perspective and summarize its leading arguments.

Changing Gender Roles: What It Means for Traditionalists?

Under this prompt example, a student’s task is to explore gender roles from a historical and present perspective and discuss how they threaten or cement traditional views about common roles of men and women.

What Is Ethnic Music, and Does It Matter in a Multicultural Society?

Under this prompt example, a student’s task is to study multiculturalism and identify how ethnic music is a significant characteristic.

Explain American Society and Latino’s Influence

Under this prompt example, a student’s task is to study contemporary American society’s characteristics and indicate a specific extent to which Latinos and their culture (Latin American) have become a significant part of an American identity.

Discuss Challenges of Single-Parent Households

Under this prompt example, a student’s task is to read research studies on single parenthood and identify its challenges.

What Are Unique Features of a Good Movie?

Under this prompt example, a student’s task is to watch movies they consider “good” and provide an analysis of what makes them so.

Interpret a Poem With a First-Person Point of View

Under this prompt example, a student’s task is to select a poem, examine it, and describe its outstanding features, such as literary devices.

Illustrate a Dynamics of Adoption in a Multicultural Society

Under this prompt example, a student’s task is to examine a particular aspect of adoption within a specific context of a multicultural society.

What Store Strategies Influence Consumers?

Under this prompt example, a student’s task is to study a phenomenon of retail stores and give an analysis of specific factors that lead to their growth or shutdown.

Euthanasia: Questions of Ethics, Morals, and Legality

Under this prompt example, a student’s task is to examine a controversial aspect of euthanasia (mercy or assisted killing) and give an opinion on whether society should address it from some perspectives of ethics, morals, or law.

Need to Think Critically by Looking at a Topic

When it comes to essay writing, educational department’s requirements provide direction about a debatable topic. By reading such a topic, people get an idea of what kind of paper they are supposed to write. Regarding such a document, a topic should require them to research a specific theme, reflect on what they have read, and comment on a way how an author has presented information, its relevance to existing knowledge, and its actual significance for a person’s conclusion (Nosich, 2022). In turn, these five tasks underscore essential features of such a composition. As a result, to start a critical thinking essay, writers begin with an engaging introduction that provides context, introduces the topic, and clearly states their thesis statements.

When it comes to an essay structure, a critical thinking paper comprises three main sections: introduction, body, and conclusion. When writing each of these sections, students should capture essential features. Firstly, an introduction should provide a hook to capture a reader’s attention and formulate a thesis statement to guide paper’s main arguments and ideas (Atkins & Carver, 2022). In a body section, writers should use topic sentences to introduce paragraphs. Besides, learners should follow a sandwich rule, where they make a claim, provide supporting facts, and explain a significance of cited evidence to a paper’s thesis (Thurman & Gary, 2020). In a conclusion part, authors should restate a thesis statement, summarize main body points, and make a concluding remark. Finally, other essential features that people should use in their text’s paragraphs are transitions to give an entire paper a natural and logical flow of ideas and arguments.

Steps on How to Write a Critical Thinking Essay

To write a critical thinking essay, people usually start by clearly defining their topics and thesis statements, gathering and analyzing credible evidence, considering multiple perspectives, including counterarguments, and presenting a reasoned and coherent argument supported by thorough analysis and logical reasoning. In turn, some steps for writing a good critical thinking essay include:

• Understand an Assignment: Carefully read and comprehend an essay prompt or question to know exactly what is required.
• Choose a Topic: Select a relevant and engaging topic that allows for deep analysis and corresponding thinking.
• Conduct Research: Gather reliable and relevant sources to provide evidence and support for key arguments.
• Develop a Thesis Statement: Formulate a clear thesis statement that presents a main argument, claim, or perspective.
• Create an Outline: Organize central ideas and structure an essay by creating an outline with main points and subpoints.
• Write an Introduction: Develop an engaging introduction that provides context and states a central thesis.
• Develop Body Paragraphs: Write detailed body paragraphs, each focusing on a single point, connecting to a thesis, and using evidence, explanation, and analysis.
• Address Counterarguments: Identify and refute potential opposing views to strengthen a main argument.
• Write a Conclusion: Summarize central points, restate a thesis in light of the evidence, and end with a strong concluding thought.
• Revise and Edit: Review a critical thinking essay for clarity, coherence, and logical flow, and correct any grammatical or typographical errors.

Sample Outline Template

I. Introduction

A. Start with a hook sentence that makes an essay interesting. B. Cover brief information about a theme discussed in body paragraphs. C. End with a thesis statement.

A. Background Information:

• introduce an issue for readers;
• provide examples that support this issue;
• explain how examples correlate with a theme;
• finish with defining an issue for readers.

B. Argument on an Issue

• begin with an argument on an issue;
• covers examples to support this argument;
• explain how examples and argument are related;
• conclude how an argument on this theme is relevant.

C. Importance of an Issue

• state why this issue is important;
• support this statement with examples from credible sources;
• explain how these examples underline the importance of an issue;
• end with a concluding sentence that supports this importance.

III. Conclusion

A. Restate a thesis claim. B. Cover the key points discussed in body paragraphs. C. Provide a final thought on an issue.

Example of a Critical Thinking Essay

Topic: Roles of Critical Thinking Skills

Introduction Sample

Critical thinking is a requirement in higher education because it reflects the level of mental preparedness of students intending to join the labor industry. In this case, essay writing is one of the strategies that higher education institutions use to develop these critical thinking skills in students. Writing argumentative essays has profoundly shaped my critical thinking skills and made me more reflective and analytical in my texts.

Examples of Body Paragraphs

Background Information of an Issue

The advent of the Internet opened a new world of research as scholars found a platform to publish research findings. Besides scholars, public and private entities have turned to online platforms to spread information they perceive as critical and needful. Over time, I have come to see the Internet as a crucial reservoir of knowledge, and I always turn to it for personal enrichment. Moreover, Gilster (1997) perceives critical thinking as a critical skill for individuals who use online platforms for academic purposes. In this case, the author demonstrates that, since the Internet is full of falsehoods and incomplete and obsolete information, it is critical for those who depend on this technology to employ critical thinking. Hence, such thinking helps users distinguish between essential, relevant information and what appears to be irrelevant and nonessential.

Argument on an Issue

On the issue of critical thinking, examining and analyzing content are fundamental exercises. In essence, critical thinking entails reading a text and interpreting it by using an analytical lens. For example, when students read novels, they can use their critical thinking skills to analyze the plot and characters and provide arguments that indicate an in-depth understanding of both (Gilster, 1997). In most cases, such ideas go beyond what is written in the novel to include the student’s interpretation of events. In my case, I use the Internet to find research and media articles on different topics, such as homelessness, substance abuse, crime, and police and law enforcement. Moreover, I use these articles to reflect on the dynamics that shape life in contemporary society, using my critical thinking skills to relate the past, present, and future. Therefore, I can state confidently that this habit has made me a strong debater on contemporary issues.

Importance of an Issue

By using critical thinking skills, readers make deductions, thereby showcasing their understanding levels. As the literature suggests, critical thinking serves as a basis for knowledge accumulation and advancement (Ku & Ho, 2010). In my academic journey, I have employed critical thinking to gain insight into several issues. Furthermore, one of these issues is the significance of politics to the lives of ordinary citizens. Then, many documents I have read about politics have made me conclude that politicians are selfish by default and only develop consensus when their interests are accommodated. Hence, this understanding has made me have minimal expectations from local and national political figures.

Conclusion Sample

Critical thinking is a key skill that helps individuals to analyze and reflect on information from diverse sources. Over the years, I have used critical thinking to analyze research and media articles published on online platforms and make logical deductions. Moreover, these deductions point to my ability to take information, analyze it, and interpret it. Thus, I can confidently state that my critical thinking skills have made me aware of human weaknesses and the risk of putting too much trust in people vulnerable to shortcomings.

List of References

Gilster, P. (1997). Digital literacy: The thinking and survival skills new users need to make the Internet personally and professionally meaningful . New York, NY: Wiley.

Ku, K. Y., & Ho, I. T. (2010). Metacognitive strategies that enhance critical thinking. Metacognition and Learning , 5 (3), 251-267.

What to Include

Common Mistakes

• Lack of a Thesis: Failing to present a specific and arguable thesis that guides an essay.
• Insufficient Evidence: Relying on writing personal opinions without providing credible and relevant sources to support arguments.
• Ignoring Counterarguments: Not addressing opposing viewpoints or failing to refute them effectively.
• Poor Structure: Writing an essay without a logical flow or clear organization, making it difficult for readers to follow a central argument.
• Overgeneralization: Making general statements without sufficient evidence to back them up.
• Questionable Analysis: Offering unclear interpretations or analysis of evidence rather than engaging in a deep and well-reasoned examination.
• Repetition: Repeating same points or ideas without adding new insights or evidence.
• Weak Conclusions: Ending a paper without effectively summarizing main points and restating a thesis.
• Ignoring Formatting and Citation Guidelines: Failing to properly format an essay or cite sources according to a required academic style (e.g., APA, MLA, Chicago/Turabian, Harvard, etc.).
• Grammatical and Typographical Errors: Submitting a document with numerous grammatical mistakes and typographical errors, which can distract from its content and weaken its main argument.

A critical thinking essay is a document that reflects a student’s ability to use analytical and reflective skills in studying an issue. Although writing such a composition assumes following a basic structure of a standard essay, it has features that distinguish it from other papers. When writing this type of essay, people should master the following tips:

• Read and analyze information.
• Reflect on study findings.
• Review an actual relevance of observed information within a context of existing knowledge.
• Identify any conclusions made by authors or other scholars and their significance.

Atkins, H. S., & Carver, L. (2022). Writing is thinking: Strategies for all content areas . Rowman & Littlefield.

Butler, H. A. (2024). Predicting everyday critical thinking: A review of critical thinking assessments. Journal of Intelligence , 12 (2), 1–12. https://doi.org/10.3390/jintelligence12020016

Larsson, K. (2019). Using essay responses as a basis for teaching critical thinking – A variation theory approach. Scandinavian Journal of Educational Research , 65 (1), 21–35. https://doi.org/10.1080/00313831.2019.1650824

Nosich, G. M. (2022). Critical writing: A guide to writing a paper using the concepts and processes of critical thinking . Rowman & Littlefield.

Southworth, J. (2022). Bridging critical thinking and transformative learning: The role of perspective-taking. Theory and Research in Education , 20 (1), 44–63. https://doi.org/10.1177/14778785221090853

Thurman, S. S., & Gary, W. L. (2020). Critical literacy: Integrating critical thinking, reading, and writing . Cognella Academic Publishing.

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How to Write a Critical Thinking Essay: Examples & Outline

Critical thinking is the process of evaluating and analyzing information. People who use it in everyday life are open to different opinions. They rely on reason and logic when making conclusions about certain issues.

A critical thinking essay shows how your thoughts change as you research your topic. This type of assignment encourages you to learn rather than prove what you already know. In this article, our custom writing team will:

• explain how to write an excellent critical essay;
• introduce 30 great essay topics;
• provide a critical thinking essay example in MLA format.
• 🤔 Critical Thinking Essay Definition
• 💡 Topics & Questions
• ✅ Step-by-Step Guide
• 📑 Essay Example & Formatting Tips
• ✍️ Bonus Tips

🔍 References

🤔 what is a critical thinking essay.

A critical thinking essay is a paper that analyses an issue and reflects on it in order to develop an action plan. Unlike other essay types, it starts with a question instead of a thesis. It helps you develop a broader perspective on a specific issue. Critical writing aims at improving your analytical skills and encourages asking questions.

Critical Thinking in Writing: Importance

When we talk about critical thinking and writing, the word “critical” doesn’t have any negative connotation. It simply implies thorough investigation, evaluation, and analysis of information. Critical thinking allows students to make objective conclusions and present their ideas logically. It also helps them avoid errors in reasoning.

The Basics: 8 Steps of Critical Thinking Psychology

Did you know that the critical thinking process consists of 8 steps? We’ve listed them below. You can try to implement them in your everyday life:

It’s possible that fallacies will occur during the process of critical thinking. Fallacies are errors in reasoning that fail to provide a reasonable conclusion. Here are some common types of fallacies:

• Generalization . It happens when you apply generally factual statements to a specific case.
• Ambiguity . It occurs when the arguments are not clear and are not supported by evidence.
• Appeal to authority . This mistake happens when you claim the statement is valid only because a respected person made it.
• Appeal to emotion . It occurs when you use highly emotive language to convince the audience. Try to stay sensible and rely on the evidence.
• Bifurcation . This mistake occurs when you choose only between two alternatives when more than two exist.
• False analogy . It happens when the examples are poorly connected.

If you want to avoid these mistakes, do the following:

• try not to draw conclusions too quickly,
• be attentive,
• carefully read through all the sources,
• avoid generalizations.

How to Demonstrate Your Critical Thinking in Writing

Critical thinking encourages you to go beyond what you know and study new perspectives. When it comes to demonstrating your critical thinking skills in writing, you can try these strategies:

• Read . Before you start writing an essay, read everything you can find on the subject you are about to cover. Focus on the critical points of your assignment.
• Research . Look up several scholarly sources and study the information in-depth.
• Evaluate . Analyze the sources and the information you’ve gathered. See whether you can disagree with the authors.
• Prove . Explain why you agree or disagree with the authors’ conclusions. Back it up with evidence.

According to Purdue University, logical essay writing is essential when you deal with academic essays. It helps you demonstrate and prove the arguments. Make sure that your paper reaches a logical conclusion.

There are several main concepts related to logic:

If you want your essay to be logical, it’s better to avoid syllogistic fallacies, which happen with certain invalid deductions. If syllogisms are used carelessly, they can lead to false statements and ruin the credibility of your paper.

💡 Critical Thinking Topics & Questions

An excellent critical thinking essay starts with a question. But how do you formulate it properly? Keep reading to find out.

How to Write Critical Thinking Questions: Examples with Answers

Asking the right questions is at the core of critical thinking. They challenge our beliefs and encourage our interest to learn more.

Here are some examples of model questions that prompt critical thinking:

• What does… mean?
• What would happen if…?
• What are the principles of…?
• Why is… important?
• How does… affect…?
• What do you think causes…?
• How are… and… similar/different?
• How do you explain….?
• What are the implications of…?
• What do we already know about…?

Now, let’s look at some critical thinking questions with the answers. You can use these as a model for your own questions:

Question: What would happen if people with higher income paid more taxes?

• Answer: It would help society to prosper and function better. It would also help people out of poverty. This way, everyone can contribute to the economy.

Question: How does eating healthy benefit you?

• Answer: Healthy eating affects people’s lives in many positive ways. It reduces cancer risk, improves your mood and memory, helps with weight loss and diabetes management, and improves your night sleep.

Critical Thinking Essay Topics

Have you already decided what your essay will be about? If not, feel free to use these essay topic examples as titles for your paper or as inspiration. Make sure to choose a theme that interests you personally:

• What are the reasons for racism in healthcare?
• Why is accepting your appearance important?
• Concepts of critical thinking and logical reasoning .
• Nature and spirit in Ralf Waldo Emerson’s poetry.
• How does technological development affect communication in the modern world?
• Social media effect on adolescents.
• Is the representation of children in popular fiction accurate?
• Domestic violence and its consequences.
• Why is mutual aid important in society?
• How do stereotypes affect the way people think?
• The concept of happiness in different cultures.
• The purpose of environmental art.
• Why do people have the need to be praised?
• How did antibiotics change medicine and its development?
• Is there a way to combat inequality in sports?
• Is gun control an effective way of crime prevention?
• How our understanding of love changes through time.
• The use of social media by the older generation.
• Graffiti as a form of modern art.
• Negative health effects of high sugar consumption.
• Why are reality TV shows so popular?
• Why should we eat healthily?
• How effective and fair is the US judicial system?
• Reasons of Cirque du Soleil phenomenon.
• How can police brutality be stopped?
• Freedom of speech: does it exist?
• The effects of vaccination misconceptions.
• How to eliminate New Brunswick’s demographic deficit: action plan.
• What makes a good movie?
• Critical analysis of your favorite book.
• The connection between fashion and identity.
• Taboo topics and how they are discussed in gothic literature.
• Critical thinking essay on the problem of overpopulation.  
• Does our lifestyle affect our mental health?
• The role of self-esteem in preventing eating disorders in children. 
• Drug abuse among teenagers.
• Rhetoric on assisted suicide. 
• Effects of violent video games on children’s mental health.
• Analyze the effect stress has on the productivity of a team member.
• Discuss the importance of the environmental studies.
• Critical thinking and ethics of happy life.  
• The effects of human dignity on the promotion of justice.
• Examine the ethics of advertising the tobacco industry.
• Reasons and possible solutions of research misconduct. 
• Implication of parental deployment for children.
• Cultural impact of superheroes on the US culture.
• Examine the positive and negative impact of technology on modern society.
• Critical thinking in literature: examples. 
• Analyze the impact of COVID-19 pandemic on economic transformation.
• Benefits and drawbacks of mandatory vaccination.

Haven’t found a suitable essay idea? Try using our topic generator !

✅ How to Write a Critical Thinking Essay Step by Step

Now, let’s focus on planning and writing your critical thinking essay. In this section, you will find an essay outline, examples of thesis statements, and a brief overview of each essay part.

Critical Thinking Essay Outline

In a critical thinking essay, there are two main things to consider: a premise and a conclusion :

• A premise is a statement in the argument that explains the reason or supports a conclusion.
• A conclusion indicates what the argument is trying to prove. Each argument can have only one conclusion.

When it comes to structuring, a critical thinking essay is very similar to any other type of essay. Before you start writing it, make sure you know what to include in it. An outline is very helpful when it comes to structuring a paper.

How to Start a Critical Essay Introduction

An introduction gives readers a general idea of an essay’s contents. When you work on the introduction, imagine that you are drawing a map for the reader. It not only marks the final destination but also explains the route.

An introduction usually has 4 functions:

• It catches the reader’s attention;
• It states the essay’s main argument;
• It provides some general information about the topic;
• It shows the importance of the issue in question.

Here are some strategies that can make the introduction writing easier:

• Give an overview of the essay’s topic.
• Express the main idea.
• Define the main terms.
• Outline the issues that you are going to explore or argue about.
• Explain the methodology and why you used it.
• Write a hook to attract the reader’s attention.

Critical Analysis Thesis Statement & Examples

A thesis statement is an integral part of every essay. It keeps the paper organized and guides both the reader and the writer. A good thesis:

• expresses the conclusion or position on a topic;
• justifies your position or opinion with reasoning;
• conveys one idea;
• serves as the essay’s map.

To have a clearer understanding of what a good thesis is, let’s have a look at these examples.

The statement on the left is too general and doesn’t provide any reasoning. The one on the right narrows down the group of people to office workers and specifies the benefits of exercising.

Critical Thinking Essay Body Paragraphs: How to Write

Body paragraphs are the part of the essay where you discuss all the ideas and arguments. In a critical thinking essay, arguments are especially important. When you develop them, make sure that they:

• reflect the key theme;
• are supported by the sources/citations/examples.

Using counter-arguments is also effective. It shows that you acknowledge different points of view and are not easily persuaded.

In addition to your arguments, it’s essential to present the evidence . Demonstrate your critical thinking skills by analyzing each source and stating whether the author’s position is valid.

To make your essay logically flow, you may use transitions such as:

• Accordingly,
• For instance,
• On the contrary,
• In conclusion,
• Not only… but also,
• Undoubtedly.

How to Write a Critical Thinking Conclusion

In a critical thinking essay, the notion of “conclusion” is tightly connected to the one used in logic. A logical conclusion is a statement that specifies the author’s point of view or what the essay argues about. Each argument can have only one logical conclusion.

Sometimes they can be confused with premises. Remember that premises serve as a support for the conclusion. Unlike the conclusion, there can be several premises in a single argument. You can learn more about these concepts from the article on a logical consequence by Stanford Encyclopedia of Philosophy.

Keeping this in mind, have a look at these tips for finishing your essay:

• Briefly sum up the main points.
• Provide a final thought on the issue.
• Suggest some results or consequences.
• Finish up with a call for action.

📑 Critical Thinking Essays Examples & Formatting Tips

Formatting is another crucial aspect of every formal paper. MLA and APA are two popular formats when it comes to academic writing. They share some similarities but overall are still two different styles. Here are critical essay format guidelines that you can use as a reference:

Finally, you’re welcome to check out a full critical essay sample in MLA format. Download the PDF file below:

Currently, the importance of critical thinking has grown rapidly because technological progress has led to expanded access to various content-making platforms: websites, online news agencies, and podcasts with, often, low-quality information. Fake news is used to achieve political and financial aims, targeting people with low news literacy. However, individuals can stop spreading fallacies by detecting false agendas with the help of a skeptical attitude.

✍️ Bonus Tips: Critical Thinking and Writing Exercises

Critical thinking is a process different from our regular thinking. When we think in everyday life, we do it automatically. However, when we’re thinking critically, we do it deliberately.

So how do we get better at this type of thinking and make it a habit? These useful tips will help you do it:

• Ask basic questions. Sometimes, while we are doing research, the explanation becomes too complicated. To avoid it, always go back to your topic.
• Question basic assumptions. When thinking through a problem, ask yourself whether your beliefs can be wrong. Keep an open mind while researching your question.
• Think for yourself. Avoid getting carried away in the research and buying into other people’s opinions.
• Reverse things. Sometimes it seems obvious that one thing causes another, but what if it’s the other way around?
• Evaluate existing evidence. If you work with sources, it’s crucial to evaluate and question them.

Another way to improve your reasoning skills is to do critical thinking exercises. Here are some of them:

Thanks for reading through our article! We hope that you found it helpful and learned some new information. If you liked it, feel free to share it with your friends.

Further reading:

• Critical Writing: Examples & Brilliant Tips [2024]
• How to Write a Rhetorical Analysis Essay: Outline, Steps, & Examples
• How to Write an Analysis Essay: Examples + Writing Guide
• How to Write a Critique Paper: Tips + Critique Essay Examples
• How to Write a Literary Analysis Essay Step by Step
• Critical Thinking and Writing: University of Kent
• Steps to Critical Thinking: Rasmussen University
• 3 Simple Habits to Improve Your Critical Thinking: Harvard Business Review
• In-Class Writing Exercises: University of North Carolina at Chapel Hill
• Demonstrating Critical Thinking in Writing: University of South Australia
• 15 Questions that Teachers and Parents Can Ask Kids to Encourage Critical Thinking: The Hun School
• Questions to Provoke Critical Thinking: Brown University
• How to Write a College Critical Thinking Essay: Seattle PI
• Introductions: What They Do: Royal Literary Fund
• Thesis Statements: Arizona State University
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Critical Thinking and Argument Development

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The video presentation for this session takes you through an 8 Step Critical Thinking Action Plan as well as giving you 6 rules to remember when developing an argument. Some additional tools, including documents outlining the Critical Thinking Action Plan and Rules for Argument Development, are available for download in the Resources section as well as weblinks to connect you with other resources on critical thinking and argument development.

Below are four documents you can download which outline the 8 Step Critical Thinking Plan and 6 Rules for Argument Development outlined in the video presentation in addition to a graphic organiser to help you build an argument and a helpful tip sheet on critical thinking from the University of New England.

• 6 Rules for Argument Development
• 8 Step Critical Thinking Action Plan
• Building an Argument - Graphic Organiser
• University of New England - Critical Thinking

Griffith University – Critical Thinking - https://www.griffith.edu.au/library/study/preparing-for-university/critical-thinking

University of New South Wales – Critical Thinking - https://student.unsw.edu.au/critical-thinking

RMIT Learning Lab – Critical Thinking - https://emedia.rmit.edu.au/learninglab/content/critical-thinking

Curtin University Study Skills – Critical Thinking - http://studyskills.curtin.edu.au/critical-thinking/

Curtin University Study Skills – Formulating a Thesis Statement - http://studyskills.curtin.edu.au/essays/step-2-formulate-a-provisional-thesis-statement/

Charles Darwin University – Critical Thinking - http://learnline.cdu.edu.au/studyskills/studyskills/introcriticalthinking.html

University of Leeds – Argument Development - https://library.leeds.ac.uk/info/14011/writing/106/academic_writing/8