reading for critical thinking discuss the questions below with your classmates

19 Short Stories and Questions For Critical Thinking

Apr 2, 2024

There have been rumblings in different online teacher groups recently about replacing novels with short stories and informational articles in middle and high school English classrooms. I have to admit I was shocked when I first read the comments because I am a book lover at heart, but since then, I’ve considered that there are several pros and cons to this approach.

Short stories and other smaller texts can provide a briefer timeline to complete tasks, and this process is helpful when there is already SO MUCH curriculum to cover. Short stories and related activities can also be more engaging for our students because of the exposure to diverse voices and themes! Using short stories and lessons provides students with amazing choices to meet their needs and preferences!

On the other hand, incorporating mainly short stories and other shorter passages means students’ already-pressed attention spans (as a result of social media influences and pervasive sources of technology) are reinforced. Plus, students miss out on the more complex stories within longer pieces of fiction that are, dare I say, life-altering! A novel can provide opportunities for sustained reading and layers for analysis that shorter pieces of literature like short stories and related texts cannot offer.

Ultimately, no matter where you find yourself on the issue, I think we can all agree that short stories and their counterparts can be vital, effective, and helpful in the modern classroom!

Continue reading for 19 Short Stories and Questions For Critical Thinking!!

Need help with Test Prep ?  Check out this  FREE Pack of 3 Test Prep Activities  to help students achieve success on standardized tests!

Table of Contents

19 Short Stories and Questions – Suggestions for Teaching Them

You don’t need to remove all novels to be able to include short stories and smaller passages like vignettes, articles, and narratives; there’s a time and place for all genres! But if you’re thinking about ways to include more short stories and fun activities, check out this list of 19 varied short stories and critical thinking questions as well as suggestions for teaching them in middle school and high school.

1.  “The Most Dangerous Game” 

“The Most Dangerous Game” is one of my absolute favorite short stories and overall plots to teach! This suspenseful short story by Richard Connell follows the harrowing ordeal of Sanger Rainsford, a skilled hunter who becomes the prey of a deranged aristocrat named General Zaroff. Stranded on Zaroff’s secluded island, Rainsford must outwit the cunning general in a deadly game of survival, where the stakes are life and death. 

SUGGESTIONS FOR TEACHING:

• You could focus on the setting (description of time and place) and examine how the setting changes throughout the story.
• Students could learn about the plot (major events in the story) and list the major events and evidence as they read.
• Define foreshadowing (hints for what will happen by the end of the story) and encourage students to hypothesize about what will happen after every page.
• Analyze the character development (how a character changes over time) of Rainsford and highlight his traits/actions as you read along.

CRITICAL THINKING QUESTIONS:

• How does the setting contribute to the tension and suspense in the story?
• How does the author use foreshadowing? How does the author hint at the danger Rainford is facing?
• What inferences can you make about the main character and the changes he undergoes from the beginning to the end of the story?

If you want to teach plot elements and plot analysis , check out this lesson bundle for the story , which includes comprehension quizzes and a variety of activities!

2.  “An Occurrence at Owl Creek Bridge”

Ambrose Bierce’s story is a gripping tale set during the American Civil War, where a Southern civilian named Peyton Farquhar faces execution by hanging after attempting to sabotage a Union railroad bridge. As Farquhar falls through the trapdoor, time seems to stretch, and he experiences a surreal moment, only to realize his grim reality. 

Integrating historical texts with other short stories and passages like “An Occurrence at Owl Creek Bridge” will make history come more alive and relevant for our students!

• Teach about irony (when the opposite occurs from what is expected) and how it plays a role throughout the story.
• Explain the term characterization (how a character is depicted) by looking at direct and indirect references while reading with your students.
• Discuss the major themes (messages) of the story and how they connect to our modern era within a Socratic Seminar.
• How does the author use characterization to convey Peyton Farquhar’s thoughts, emotions, and motivations?
• What is the purpose of irony in this story? How does its use affect the reader’s interpretation and understanding of events?
• What is the significance in our contemporary/real world of the themes of the story, including reality and fantasy, the passage of time, and the consequences of actions?

Ensure students’ understanding of the story with this set of reading questions that are perfect for state test prep, too !

3.  “The Masque of the Red Death”

This chilling tale from Edgar Allan Poe is set in a secluded abbey where Prince Prospero and his wealthy guests attempt to escape a deadly plague known as the Red Death. Despite their isolation efforts, the guests are confronted with their own mortality as a mysterious figure in a blood-red mask appears.

If you have not read any short stories and poems from Poe, this story is a perfect journey into the horror genre!

• The setting (description of time and place) plays a MAJOR role in the story, so following the Prince from room to room and highlighting the imagery (description that connects to the five senses) is very important when reading.
• If you have not introduced mood  (emotion intended for the reader to experience), this story is PERFECT for delineating its progression from start to finish.
• As students read, you might guide them through identifying various examples of  symbolism  (object, person, or place that represents something else); each room, objects within, and the “antagonist” is symbolic in some way!
• How does the author convey the tone of the story? How would you, as the reader, describe the story’s mood?
• What role does the plot structure (focus on the different rooms) play in shaping the reader’s understanding of the story?
• What is the purpose of the symbolism in the story such as the clock and the masked figure?

Check out this EASY-TO-TEACH bundle , you can practice with your students, so they will feel more confident analyzing higher-level language in “The Masque of the Red Death!”

4.  “The Cask of Amontillado”

Another chilling tale from Poe is the classic story “The Cask of Amontillado.” This one is set during Carnival in an unnamed Italian city. The plot centers on a man seeking revenge on a ‘friend’ he believes has insulted him. If your students are anything like mine, they will relish the ending particularly!

This is just one more of Poe’s short stories and tales that will capture the mind of every reader!

•  As you plan for this short story, be sure to encourage your students to analyze the changing setting (description of time and place); following Fortunato from scene to scene will help your students track what is really going on.
• This story is the perfect moment to teach about dialogue (conversation within someone=internal and/or between someone and someone/thing else=external); Montresor certainly means more than what he SEEMS to say!
• You might also offer a mini-lesson on the 3 types of irony and how each plays a role in the story: verbal (when a person says the opposite of what is really intended), situational (an action occurs that is the opposite from what the reader expects), and dramatic (a character expects a result, but the opposite occurs and the audience can tell what will happen)!
• Describe Montresor. What are his motives and personality?
• What inferences can you make about Montresor’s mindset based on his dialogue?
• What is the purpose of the family’s motto and the carnival atmosphere? 

Check out this Short Story Activity & Quiz Bundle for Edgar Allan Poe’s “The Cask of Amontillado,” which contains questions and answers modeled after various reading standardized tests as well as pre-quiz reading comprehension questions, graphic organizers, and a writing activity to get students thinking critically about this classic short story involving REVENGE!

Want 7 more teaching ideas for one of Poe’s epic short stories and questions to go with it? Click below!

5.  “To Build a Fire”

This story by Jack London describes the treacherous journey of a man through the harsh Yukon wilderness during extreme cold. Despite warnings and the company of a loyal dog, the man’s arrogance and underestimation of nature’s power lead to a tragic end.

Short stories and ideas related to survival in nature are still relevant today! Who knows when you might get lost on a hike or crashland in no man’s land?

• This story is PERFECT for a bit of  literary analysis  (examining the impact of various ideas, elements, or themes within a piece of literature); you could hone in on literary devices, characterization, theme, etc.!
• Integrating clips from survival shows will help students see connections to the world and extend their thinking by comparing (recognizing similarities) and contrasting (recognizing differences) varied experiences!
• Write a short narrative about surviving 24 hours in a different setting (description of time and place).
• How does the author use irony? Provide an example and explain. 
• What real-world connections can be made between this story and our contemporary life? 
• What is the story’s message about preparedness and respecting nature?

Grab these engaging short stories and activities to make teaching this Jack London story stress-free!

6.  “The Cactus”

Told from the point of view of a young man at his former lover’s wedding, the narrator retells their story. Like most of O. Henry’s short stories and texts, this one has a twist that involves the titular cactus plant.

The ending will end in a bit of fun for your students!

• Introduce diction (word choice) and its impact within the story by hyperfocusing on specific words within the story . Students can look up definitions, locate synonyms, create their own sentences, replace the words, etc.
• Investigate twist endings (unexpected finish to a story); before reading the end of the story, ask students to guess why the girl “rejected” him. Some students may know the answer before reading it!
• Describe the main characters. What similarities and differences are evident? How does this affect the story’s action?
• What inferences can you make about Trysdale and his feelings about love and marriage?
• What are the real and symbolic meanings of the cactus?

This resource packed with questions and answers, graphic organizers, and writing activities is sure to get your students thinking about this love story driven by misconceptions.

7.  “After Twenty Years”

This tale of friendship and betrayal focuses on the reunion of two old friends after twenty years apart on a New York City street corner. As they reminisce, something is revealed that demonstrates the reality of their bond as well as the choices they’ve made in life.

If you have not read O. Henry’s short stories and incorporated character analysis yet, this is your chance! The story is not long and can be completed in one to two class periods!

• Sometimes, we ask students to visualize (create a picture) in their minds, but why not give them the opportunity to use their artistic skills to draw the two characters?
• As students read, annotate for a description of each character; then, students can do a character analysis (investigation of the characters’ similarities and differences).
• What type of irony is used in the story? How does its use affect your interpretation and understanding of the story?
• How does the urban setting contribute to the mood of the story?
• What is the story’s message about friendship and loyalty?

Examine the links between loyalty and duty with this set of resources designed specifically for this O. Henry story.

8.  “The Lottery”

“The Lottery” is the quintessential short story for middle school or high school English! Shirley Jackson’s “The Lottery” tells the story of an annual ritual that takes place in a seemingly idyllic town. When the townsfolk gather for the lottery drawing, a shocking turn of events demonstrates the dark side of human nature and their ties to (outdated) traditions.

• Introduce the terms suspense (uncertainty and/or excitement leading up to a major event) and tension (anxiety or uneasy feelings experienced by characters). While reading, identify evidence that relates to each of these concepts and chat/write about their impact on meaning and plot.
• Teach title (the name of the text) analysis. The title of “The Lottery” is perfect for teaching the impact of the title and audience expectations. Before reading, students may write what they believe the story will be about based on the title. After reading, students can complete a quick write responding to their previous expectations! You can do a text analysis for all short stories and poems!
• What role does the plot structure play in building suspense and tension? (Consider the revelation of the lottery’s ‘prize’ in particular.)
• What social commentary is being made through the story and its characters?
• Describe Mr. Summers, Tessie, and Old Man Warner. What does the story reveal about their role in the community and their feelings about the lottery?

Give yours elf a breath of fresh air with this NO PREP curriculum that integrates test prep within the teaching of literature by using Shirley Jackson’s quintessential story!

9.  “The Pedestrian”

This Ray Bradbury story follows a lone walker in a futuristic society in which everyone else is consumed by technology, particularly the television. One evening, the walker encounters a police car that questions his unusual behavior and the end is quite unexpected! (Most of Bradbury’s short stories and texts connect to the future and technology in some way!)

• This story exemplifies Dystopian Literature (texts that include a supposedly perfect future society marred in some way by governmental or societal oppression). Using this story to introduce this type of literature is always fun for students because they will easily make connections to other dystopic short stories and poems!
• Teach about mood (the emotional impact of a story’s description/action). The goal is to get students to deepen their critical thinking skills by recognizing how the mood changes and the purpose for that change!
• How does the author use foreshadowing and suspense to build the mood of the story?
• What is the central theme of the story? How might it connect with our current world?
• What similes and metaphors does Bradbury use to describe the community and its members? What is notable about these comparisons?

With this resource about Bradbury’s “The Pedestrian,” you can just print and teach the lesson and activities with EASE! 

10.  “The Gift of the Magi”

This 1905 story by O. Henry relays a tale about a couple struggling to make ends meet. Throughout the story, they both figure out gifts to buy one another for Christmas and realize what love truly means!

• Review character traits (how a character is depicted internally and externally). Log the traits of each character within the story and how they are important to the meaning of the story.
• Extend (move beyond the text) critical thinking skills by encouraging students to think and write about other people. If they had $1,000 to spend on someone else, how would they spend the money and why?

• How would you describe Della and Jim, and their relationship?
• What values do the characters have, when you consider their actions and decisions?
• Explain how dramatic irony is used in the story. Is it necessary? Is it effective? Why or why not?

This tale is a great addition to your short stories and questions unit around the winter holidays! Save yourself time at that time of the year with this lesson bundle . 

11.  “The Monkey’s Paw” 

“The Monkey’s Paw” is a classic horror story about the White family who come into possession of a mystical monkey’s paw that grants three wishes. Despite warnings, they use it and then face devastating consequences as a result.

• Teach about the elements of the horror/suspense genre (Ex. Scary movies are typically dark, stormy, surprising, morbid, etc.).
• Create a thematic statement (message relayed by the text in a complete sentence). There is no perfectly created theme (message) unless it is directly stated by the author; however, students can create a theme by supporting their ideas with evidence from the story!
• What is the main theme of the story? Or how does the author communicate the themes of greed or fate? Is one stronger than the other?
• Are Mr. and Mrs. White more alike or different from one another? How do you know?
• Should we be afraid of the unknown? What message does the story share? Do you agree or disagree?

Examine W.W. Jacobs’ classic story with this set of questions and answers along with rigorous reading and writing activities . While it is ideal for a spooky season, the story is valuable for its ability to hook readers any time of year!

12.  “Lamb to the Slaughter” 

This classic story with a killer plot twist is about a woman who kills her husband and gets away with murder thanks to cooking a leg of lamb!

• You could introduce the plot elements (exposition, rising action, climax, falling action, resolution), encourage students to identify major events to fit each element and write down textual evidence to support their ideas.
• Complete a film analysis (examination of film techniques and their effects) to compare/contrast the short story with the classic Alfred Hitchcock television episode.
• What is Mary Maloney’s state of mind? Does it remain the same or does it change throughout the story? Explain.
• Is the resolution of the story satisfying? Why or why not? Why do you think the author ended it as he did?
• How does irony contribute to the theme of deception in the story? Explain.

Spice up your middle school English or high school English class with this short stories and activities bundle for Dahl’s famous story!

13.  “The Tell-Tale Heart” 

Poe’s classic psychological thriller is narrated by an unnamed protagonist who insists on their sanity while recounting how they murdered an old man. The narrator is haunted by the sound of the victim’s beating heart, which ultimately drives him to confess to the crime despite not originally being a suspect. 

• Teach symbolism (object, person, or place that represents something else) by focusing on the heart and eye . The author used these symbols in various ways!
• Investigate psychology (the study of the human mind) as a part of the story. Determine what is fact and what is fiction within the narrator’s mind.
• What does the story reveal about the human psyche?
• What is the deeper meaning of the two key symbols in the story – the beating heart and the eye of the old man?
• What role do the narrator’s inner thoughts play in the development of the plot?

This Short Story Comprehension Bundle offers quick (and effective!) ways to assess students’ learning and understanding of the story. It’s easy to use and will no doubt save you time too!

14.  “The Scarlet Ibis” 

Emotional short stories and their counterparts have a place as well in English classrooms! This short story by James Hurst about two brothers is a heartbreaking must-read. Through flashbacks, the unnamed narrator tells the life story of his younger sickly brother William Armstrong, who is nicknamed Doodle. And the end…well, you’ll see.

• Define and explain the purpose of a flashback (referring back to the past within a story). Think about the implications of never thinking back on the past or always thinking about the past.
• Complete a comparison chart between Doodle and the Ibis as you read along. Then, students can create a visual of each after they have ready by using their own evidence!
• What is the meaning of the story’s title and the presence of a scarlet ibis in the story?
• What is the central theme of the story? How do the events of the story support this chosen theme?
• How does the author use personification for the storm? What effect does this have on the story?

This flexible resource features critical thinking questions and answers as well as writing and reading activities for students to explore Hurst’s heartbreaking story.

15.  “The Veldt” 

This science fiction story by Ray Bradbury was first published as “The World the Children Made” and it is quite fitting as a title! The story focuses on a futuristic world in which a video screen can be controlled and it turns out to be more than simple virtual reality! By the story’s conclusion, the world the children made is the downfall of their parents. 

• Compare and contrast “The Veldt” with “The Pedestrian,” two short stories and dystopic texts by Ray Bradbury. Analyze the similarities and differences of both short stories and create a thematic statement that connects to both texts!
• Make connections to our current reality in the 21st century. Locate research about the implications of technology on young people and integrate this information as you discuss this short story.
• How does the author address the theme of technology versus humanity in the story? Do you agree with this commentary? Why or why not?
• How does the nursery reflect the personalities of Wendy and Peter in this story?
• Do you know the story of Peter Pan and his friend Wendy? What connections can you make between it and this story by Ray Bradbury?

Ray Bradbury’s classic short stories and similar passages are the BEST to teach in middle and high school English! With so much to dive into, they are sure to be a hit with your students. Grab this set of activities to extend your students’ engagement with rigorous reading and writing activities about “The Veldt.” 

16.  “The Necklace” 

A woman who longs for a life of luxury and elegance beyond her means faces consequences when she loses a borrowed necklace. Guy de Maupassant’s story ends with a twist that has the reader question the value of material possessions. 

• I love comparing this short story with O. Henry’s “The Gift of the Magi.” You might choose to focus on the theme, characterization, setting, etc.
• Summarize (writing about the main idea with details) each chunk of the story as you read with your students. Instead of asking students to write a paragraph, you could ask students to create each summary in only one sentence.
• The story explores vanity, deception, and the consequences of striving for social status. Which theme do you think is the most important? Explain with support from the story.
• Is Mathilde Loisel a likable character? Does this change during the story? Does it matter if the reader likes her? Why or why not?
• What clues does the author provide throughout the story that foreshadow the twist at the story’s end?

Focus on the standards with this Short Story Lesson Bundle for “The Necklace” by Guy de Maupassant!

Need help with implementing activities for “The Necklace?” See below!

17.  “A Vendetta” 

Guy de Maupassant’s late-19th-century story is all about REVENGE. A mother is obsessed with creating a plan to avenge her son’s murder and she then puts the plan into action with a morbid outcome.

• There are so many texts that involve REVENGE! Why not use this concept as a focus for a thematic unit (texts linked to a similar concept and/or message)? You could read “A Poison Tree,” “The Cask of Amontillado,” and “Lamb to the Slaughter” as well as “A Vendetta” with the intention of writing about all 4 for a comparison/contrast paper, presentation, or seminar.
• Analyze the development (how a character changes over time) of the mother and the dog throughout the story; you might annotate for similarities and differences as well as their motivations!
• What comment is the story making about the nature (or need) for justice? Do you agree or disagree? Why or why not?
• What similes and metaphors does the author use to communicate the main character’s feelings about the vendetta?
• How does the author use details to explain the main character’s thoughts, feelings, and motivation?

Add these activities for this lesser-known work to your short story plans. It’s sure to keep things fresh for your short stories and activities unit! 

18.  “Thank You, Ma’am” (also known as “Thank You, M’am”)

This heartfelt story by Langston Hughes tells the story of Luella, an older woman in the neighborhood, who is nearly robbed by a young man named Roger. In response to Roger, Luella brings him back to her home and treats him with an abundance of kindness, which has a profound effect on Roger.

This tale is at the top of the list for the BEST short stories and passages for upper middle and younger high school students!

• Introduce perspective and/or point of view (how a story is told: 1st, 2nd, 3rd omniscient, 3rd limited, 3rd objective). Students might rewrite the story from another perspective or extend the story using the perspective of one of the main characters.
• Review plot elements with a focus on the exposition (introduction to the characters, setting, and conflict), climax (highest point of interest/turning point of the story), and resolution (how the story is concluded and/or resolved in some way.) You could assign an activity surrounding each concept: visualization of the scene, a journal response to the event, or a short response focused on how the element is important to the overall theme!

• Do you believe in second chances? What does the story say about second chances? 
• How might the climax of the story also be seen as the turning point in Roger’s life?
• How would you describe Mrs. Luella Bates Washington Jones? Are her actions expected or unexpected in the story? Consider from Roger’s and the reader’s point of view.

Click to check out all of the details for this BUNDLE with differentiated options , which includes a Test Prep Quiz (with varied options), Venn Diagrams, Graphic Organizers, and Writing Responses!! 

19.  “Click Clack the Rattle Bag”

This short story by Neil Gaiman is creepy and fun in the best ways possible! The narrator is taking care of his girlfriend’s little brother and walking him to bed when the child asks for a story. Instead of the narrator sharing a story, the boy shares about the Click Clacks who drink their prey and leave behind rattling bodies. The end is too good to be missed!

Short stories and plots like those in “Click Clack the Rattle Bag” will most certainly engage even your most struggling learners!

• We all know that test prep can be tough as many reading passages are, well, boring! Why not accomplish some test prep with your students and incorporate 5 standardized test-related questions ? You could focus on theme, structure, order of events, characterization, etc.!
• Help students make inferences (acknowledging and hypothesizing about the impact of details that are not directly referenced or stated) as the scene moves along. Students can analyze the change in the setting, the little boy himself, the story the boy is telling, and specific phrases from the story.
• What details in the story contribute to its eerie atmosphere or mood? Or what figurative language devices does Neil Gaiman use to create a sense of suspense in the story? 
• How does the author use ambiguity in the story? Is it effective or not? Explain.
• What inferences can you make about the relationship between the narrator and the young boy?

This “Click Clack the Rattle Bag” Quiz Pack for middle and high school students uses the Common Core standards and contains questions and answers modeled after various state standardized tests! Make teaching this amazing short story by Neil Gaiman SIMPLE & EASY!

Why should we incorporate more short stories and activities in our teaching?

While I would never advocate replacing all novels with short stories and smaller texts, there is still something to be said about spending quality time with short stories and excerpts. 

Including short stories and standards-based activities is an ideal option to improve reading comprehension and develop skills, especially in middle and high school English classes!

SHORT STORIES AND ACTIVITIES RESOURCES: 

This  Short Stories and Test Prep Questions ULTIMATE BUNDLE with Lessons, Quizzes, and Activities uses the Common Core standards with reading comprehension QUESTIONS and ANSWERS for 18 short stories such as “The Most Dangerous Game,” “The Monkey’s Paw,” “The Tell-Tale Heart,” “After Twenty Years,” “The Gift of the Magi,” “The Veldt,” “The Lottery,” “The Pedestrian,” etc. modeled after various state reading exams.

Make teaching short stories and activities SIMPLE & EASY!

Just PRINT & TEACH with engaging short stories and lessons!!

Need more fun ideas for teaching short stories and corresponding activities? Check out my store Kristin Menke-Integrated ELA Test Prep !

Hi, I’m KRISTIN!

I primarily focus on  integrating multiple disciplines and subjects. The goal is to make teaching simplified and effective!

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Questioning: The Ultimate Reading Strategy for Critical Thinkers

Questioning is a reading strategy that involves generating and answering questions before, during, and after reading to enhance comprehension. It helps readers to engage with the text, think critically, and retain information. This article will provide an overview of questioning as a reading strategy, discuss its formation and promotion, explore how it can help RTI students, and offer practical tips for implementing it in the classroom.

Overview of Questioning as a Reading Strategy

Questioning is a metacognitive reading strategy that involves actively engaging with the text by asking questions, seeking answers, and making connections between ideas. The strategy is divided into three stages: before, during, and after reading.

Before Reading: This stage involves generating questions before reading to help activate prior knowledge and set a purpose for reading. Questions could be related to the author, genre, topic, or theme of the text.

During Reading: This stage involves generating questions while reading to monitor comprehension, clarify understanding, and make predictions. Questions could be related to the meaning of unfamiliar words, the main idea, or the author's purpose.

After Reading: This stage involves generating questions after reading to evaluate understanding, reflect on learning, and make connections to real-life situations. Questions could be related to the text's relevance, the author's bias, or the characters' motivations.

Formation and Promotion of Questioning as a Reading Strategy.

The questioning reading strategy was first introduced in the 1960s by the educational psychologist, Benjamin Bloom, who developed the Bloom's Taxonomy of Educational Objectives. Bloom's Taxonomy is a framework for classifying learning objectives into six hierarchical levels, ranging from simple recall of information to complex analysis, synthesis, and evaluation. The questioning strategy is based on the higher-order thinking levels of Bloom's Taxonomy, which require students to engage in critical thinking and problem-solving.

Since its inception, the questioning strategy has been widely promoted by educators, researchers, and curriculum developers as a powerful tool for improving reading comprehension and critical thinking skills. It has been incorporated into various reading programs and curricula, including the Reading Recovery Program, the Common Core State Standards, and the Response to Intervention (RTI) framework.

How Questioning Helps RTI Students

The RTI framework is a multi-tiered system of support designed to help struggling students by providing targeted interventions that address their specific needs. The questioning reading strategy is an effective tool for RTI students because it helps them to:

Activate Prior Knowledge: Questioning before reading helps students to activate their prior knowledge and build connections between what they already know and what they will be reading. This can improve their comprehension and retention of information.

Monitor Comprehension: Questioning during reading helps students to monitor their comprehension and identify areas of confusion or misunderstanding. This can help them to clarify their understanding and improve their overall comprehension.

Reflect on Learning: Questioning after reading helps students to reflect on what they have learned and make connections to real-life situations. This can help them to apply their learning and develop a deeper understanding of the text.

Implementing Questioning in the Classroom

Here are some practical tips for implementing the questioning reading strategy in the classroom:

Model the Strategy: Model the questioning strategy by asking students questions about the text before, during, and after reading. This can help them to see how the strategy works and develop their own questioning skills.

Provide Guided Practice: Provide guided practice by giving students a set of questions to answer before, during, and after reading. This can help them to develop their questioning skills and build confidence.

Encourage Independent Practice: Encourage independent practice by having students generate their own questions before, during, and after reading. This can help them to take ownership of their learning and develop their critical thinking skills.

Use Graphic Organizers: Use graphic organizers, such as KWL charts or mind maps, to help students organize their questions and make connections between ideas.

Differentiate Instruction: Differentiate instruction by providing different levels of questioning for students at different levels of proficiency. For example, lower-level questions for struggling readers and higher-level questions for advanced readers.

In conclusion, questioning is a powerful reading strategy that can help RTI students to improve their reading comprehension and critical thinking skills. By generating and answering questions before, during, and after reading, students can engage with the text, monitor their comprehension, and reflect on their learning. Implementing this strategy in the classroom requires modeling, guided practice, independent practice, graphic organizers, and differentiated instruction. By incorporating questioning into their reading instruction, teachers can help their students to become more effective readers and critical thinkers.

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100+ Critical Thinking Questions for Students To Ask About Anything

Critical thinkers question everything.

In an age of “fake news” claims and constant argument about pretty much any issue, critical thinking skills are key. Teach your students that it’s vital to ask questions about everything, but that it’s also important to ask the right sorts of questions. Students can use these critical thinking questions with fiction or nonfiction texts. They’re also useful when discussing important issues or trying to understand others’ motivations in general.

“Who” Critical Thinking Questions

Questions like these help students ponder who’s involved in a story and how the actions affect them. They’ll also consider who’s telling the tale and how reliable that narrator might be.

• Is the protagonist?
• Is the antagonist?
• Caused harm?
• Is harmed as a result?
• Was the most important character?

• Is responsible?
• Is most directly affected?
• Should have won?
• Will benefit?
• Would be affected by this?

• Makes the decisions?

“What” Critical Thinking Questions

Ask questions that explore issues more deeply, including those that might not be directly answered in the text.

• Background information do I know or need to know?
• Is the main message?
• Are the defining characteristics?

• Questions or concerns do I have?
• Don’t I understand?
• Evidence supports the author’s conclusion?
• Would it be like if … ?
• Could happen if … ?
• Other outcomes might have happened?
• Questions would you have asked?
• Would you ask the author about … ?
• Was the point of … ?
• Should have happened instead?
• Is that character’s motive?
• Else could have changed the whole story?

• Can you conclude?
• Would your position have been in that situation?
• Would happen if … ?
• Makes your position stronger?
• Was the turning point?
• Is the point of the question?
• Did it mean when … ?
• Is the other side of this argument?
• Was the purpose of … ?
• Does ______ mean?
• Is the problem you are trying to solve?
• Does the evidence say?
• Assumptions are you making?
• Is a better alternative?
• Are the strengths of the argument?

• Are the weaknesses of the argument?
• Is the difference between _______ and _______?

“Where” Critical Thinking Questions

Think about where the story is set and how it affects the actions. Plus, consider where and how you can learn more.

• Would this issue be a major problem?
• Are areas for improvement?
• Did the story change?
• Would you most often find this problem?

• Are there similar situations?
• Would you go to get answers to this problem?
• Can this be improved?
• Can you get more information?
• Will this idea take us?

“When” Critical Thinking Questions

Think about timing and the effect it has on the characters or people involved.

• Is this acceptable?
• Is this unacceptable?

• Does this become a problem?
• Is the best time to take action?
• Will we be able to tell if it worked?
• Is it time to reassess?
• Should we ask for help?
• Is the best time to start?
• Is it time to stop?
• Would this benefit society?

• Has this happened before?

“Why” Critical Thinking Questions

Asking “why” might be one of the most important parts of critical thinking. Exploring and understanding motivation helps develop empathy and make sense of difficult situations.

• Is _________ happening?
• Have we allowed this to happen?
• Should people care about this issue?

• Is this a problem?
• Did the character say … ?
• Did the character do … ?
• Is this relevant?
• Did the author write this?
• Did the author decide to … ?
• Is this important?

• Did that happen?
• Is it necessary?
• Do you think I (he, she, they) asked that question?
• Is that answer the best one?
• Do we need this today?

“How” Critical Thinking Questions

Use these questions to consider how things happen and whether change is possible.

• Do we know this is true?
• Does the language used affect the story?
• Would you solve … ?
• Is this different from other situations?

• Is this similar to … ?
• Would you use … ?
• Does the location affect the story?
• Could the story have ended differently?
• Does this work?
• Could this be harmful?
• Does this connect with what I already know?
• Else could this have been handled?
• Should they have responded?

• Would you feel about … ?
• Does this change the outcome?
• Did you make that decision?
• Does this benefit you/others?
• Does this hurt you/others?
• Could this problem be avoided?

More Critical Thinking Questions

Here are more questions to help probe further and deepen understanding.

• Can you give me an example?

• Do you agree with … ?
• Can you compare this with … ?
• Can you defend the actions of … ?
• Could this be interpreted differently?
• Is the narrator reliable?
• Does it seem too good to be true?

• Is ______ a fact or an opinion?

What are your favorite critical thinking questions? Come exchange ideas on the WeAreTeachers HELPLINE group on Facebook .

Plus, check out 10 tips for teaching kids to be awesome critical thinkers ., you might also like.

5 Critical Thinking Skills Every Kid Needs To Learn (And How To Teach Them)

Teach them to thoughtfully question the world around them. Continue Reading

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Reading & Writing Purposes

Introduction: critical thinking, reading, & writing, critical thinking.

The phrase “critical thinking” is often misunderstood. “Critical” in this case does not mean finding fault with an action or idea. Instead, it refers to the ability to understand an action or idea through reasoning. According to the website SkillsYouNeed [1]:

Critical thinking might be described as the ability to engage in reflective and independent thinking.

In essence, critical thinking requires you to use your ability to reason. It is about being an active learner rather than a passive recipient of information.

Critical thinkers rigorously question ideas and assumptions rather than accepting them at face value. They will always seek to determine whether the ideas, arguments, and findings represent the entire picture and are open to finding that they do not.

Critical thinkers will identify, analyze, and solve problems systematically rather than by intuition or instinct.

Someone with critical thinking skills can:

• Understand the links between ideas.
• Determine the importance and relevance of arguments and ideas.
• Recognize, build, and appraise arguments.
• Identify inconsistencies and errors in reasoning.
• Approach problems in a consistent and systematic way.
• Reflect on the justification of their own assumptions, beliefs and values.

Read more at:  https://www.skillsyouneed.com/learn/critical-thinking.html

Critical thinking—the ability to develop your own insights and meaning—is a basic college learning goal. Critical reading and writing strategies foster critical thinking, and critical thinking underlies critical reading and writing.

Critical Reading

Critical reading builds on the basic reading skills expected for college.

College Readers’ Characteristics

• College readers are willing to spend time reflecting on the ideas presented in their reading assignments. They know the time is well-spent to enhance their understanding.
• College readers are able to raise questions while reading. They evaluate and solve problems rather than merely compile a set of facts to be memorized.
• College readers can think logically. They are fact-oriented and can review the facts dispassionately. They base their judgments on ideas and evidence.
• College readers can recognize error in thought and persuasion as well as recognize good arguments.
• College readers are skeptical. They understand that not everything in print is correct. They are diligent in seeking out the truth.

Critical Readers’ Characteristics

• Critical readers are open-minded. They seek alternative views and are open to new ideas that may not necessarily agree with their previous thoughts on a topic. They are willing to reassess their views when new or discordant evidence is introduced and evaluated.
• Critical readers are in touch with their own personal thoughts and ideas about a topic. Excited about learning, they are eager to express their thoughts and opinions.
• Critical readers are able to identify arguments and issues. They are able to ask penetrating and thought-provoking questions to evaluate ideas.
• Critical readers are creative. They see connections between topics and use knowledge from other disciplines to enhance their reading and learning experiences.
• Critical readers develop their own ideas on issues, based on careful analysis and response to others’ ideas.

The video below, although geared toward students studying for the SAT exam (Scholastic Aptitude Test used for many colleges’ admissions), offers a good, quick overview of the concept and practice of critical reading.

Critical Reading & Writing

College reading and writing assignments often ask you to react to, apply, analyze, and synthesize information. In other words, your own informed and reasoned ideas about a subject take on more importance than someone else’s ideas, since the purpose of college reading and writing is to think critically about information.

Critical thinking involves questioning. You ask and answer questions to pursue the “careful and exact evaluation and judgment” that the word “critical” invokes (definition from The American Heritage Dictionary ). The questions simply change depending on your critical purpose. Different critical purposes are detailed in the next pages of this text.

However, here’s a brief preview of the different types of questions you’ll ask and answer in relation to different critical reading and writing purposes.

When you react to a text you ask:

• “What do I think?” and
• “Why do I think this way?”

e.g., If I asked and answered these “reaction” questions about the topic assimilation of immigrants to the U.S. , I might create the following main idea statement, which I could then develop in an essay:  I think that assimilation has both positive and negative effects because, while it makes life easier within the dominant culture, it also implies that the original culture is of lesser value.

When you apply text information you ask:

• “How does this information relate to the real world?”

e.g., If I asked and answered this “application” question about the topic assimilation , I might create the following main idea statement, which I could then develop in an essay:  During the past ten years, a group of recent emigrants has assimilated into the local culture; the process of their assimilation followed certain specific stages.

When you analyze text information you ask:

• “What is the main idea?”
• “What do I want to ‘test’ in the text to see if the main idea is justified?” (supporting ideas, type of information, language), and
• “What pieces of the text relate to my ‘test?'”

e.g., If I asked and answered these “analysis” questions about the topic immigrants to the United States , I might create the following main idea statement, which I could then develop in an essay: Although Lee (2009) states that “segmented assimilation theory asserts that immigrant groups may assimilate into one of many social sectors available in American society, instead of restricting all immigrant groups to adapting into one uniform host society,” other theorists have shown this not to be the case with recent immigrants in certain geographic areas.

When you synthesize information from many texts you ask:

• “What information is similar and different in these texts?,” and
• “What pieces of information fit together to create or support a main idea?”

e.g., If I asked and answered these “synthesis” questions about the topic immigrants to the U.S. , I might create the following main idea statement, which I could then develop by using examples and information from many text articles as evidence to support my idea: Immigrants who came to the United States during the immigration waves in the early to mid 20th century traditionally learned English as the first step toward assimilation, a process that was supported by educators. Now, both immigrant groups and educators are more focused on cultural pluralism than assimilation, as can be seen in educators’ support of bilingual education. However, although bilingual education heightens the child’s reasoning and ability to learn, it may ultimately hinder the child’s sense of security within the dominant culture if that culture does not value cultural pluralism as a whole.

Critical reading involves asking and answering these types of questions in order to find out how the information “works” as opposed to just accepting and presenting the information that you read in a text. Critical writing involves recording your insights into these questions and offering your own interpretation of a concept or issue, based on the meaning you create from those insights.

• Crtical Thinking, Reading, & Writing. Authored by : Susan Oaks, includes material adapted from TheSkillsYouNeed and Reading 100; attributions below. Project : Introduction to College Reading & Writing. License : CC BY-NC: Attribution-NonCommercial
• Critical Thinking. Provided by : TheSkillsYouNeed. Located at : https://www.skillsyouneed.com/ . License : Public Domain: No Known Copyright . License Terms : Quoted from website: The use of material found at skillsyouneed.com is free provided that copyright is acknowledged and a reference or link is included to the page/s where the information was found. Read more at: https://www.skillsyouneed.com/
• The Reading Process. Authored by : Scottsdale Community College Reading Faculty. Provided by : Maricopa Community College. Located at : https://learn.maricopa.edu/courses/904536/files/32966438?module_item_id=7198326 . Project : Reading 100. License : CC BY: Attribution
• image of person thinking with light bulbs saying -idea- around her head. Authored by : Gerd Altmann. Provided by : Pixabay. Located at : https://pixabay.com/photos/light-bulb-idea-think-education-3704027/ . License : CC0: No Rights Reserved
• video What is Critical Reading? SAT Critical Reading Bootcamp #4. Provided by : Reason Prep. Located at : https://www.youtube.com/watch?v=5Hc3hmwnymw . License : Other . License Terms : YouTube video
• image of man smiling and holding a lightbulb. Authored by : africaniscool. Provided by : Pixabay. Located at : https://pixabay.com/photos/man-african-laughing-idea-319282/ . License : CC0: No Rights Reserved

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Using Collaborative Reasoning to Support Critical Thinking

• Resources & Preparation
• Instructional Plan
• Related Resources

Designed as a starting point to build trust and respect, as well as to encourage and support conversations that evoke emotion and change, this lesson will invite students to participate in small group Collaborative Reasoning about issues of social justice and diversity. Students will read articles and answer questions that spur them to think critically about issues and discuss with others, using evidence and experiences to support their personal beliefs. Each group will create an online Persuasion Map to share whole class.

Featured Resources

• Sample Collaborative Reasoning Participation Guidelines and Conversational Moves : Use this handout to prepare for supporting students in the crucial Collaborative Reasoning aspects of participation and discussion language.
• Sample Think-Aloud Statements and Questions for Amazing Grace :  This handout provides guidance on modeling thinking during and after reading Amazing Grace.

From Theory to Practice

Zhang & Doughtery Stahl (2011) state that “Collaborative Reasoning (CR) effectively provides a forum for extended meaningful communication and promotes language development and thinking skills of all students” (257). Collaborative Reasoning is peer-led with students managing their own discussions and having control over what they say within small groups, which increases personal engagement. The purpose of using this model is for students to “cooperatively search for resolutions and develop thoughtful opinions about the topic” (257). Collaborative Reasoning works well with all kinds of students, no matter their gender, race, socioeconomic status, or other domains of diversity.

Common Core Standards

This resource has been aligned to the Common Core State Standards for states in which they have been adopted. If a state does not appear in the drop-down, CCSS alignments are forthcoming.

State Standards

This lesson has been aligned to standards in the following states. If a state does not appear in the drop-down, standard alignments are not currently available for that state.

NCTE/IRA National Standards for the English Language Arts

• 3. Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics).
• 11. Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities.
• 12. Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).

Materials and Technology

• Five Smithsonian TweenTribune Junior articles (to be displayed on computers and/or tablets or printed out as class sets of each article)
• Computer and/or tablets with Internet access
• Small sheets of papers that list the title of each article chosen (one per student)
• Sticky notes
• Writing utensils
• SmartBoard or other means of projection
• Ten anchor chart papers and markers (for co-created guidelines, co-created conversational moves, each of the five article titles and some extra on hand in case some groups need to divide)
• Amazing Grace by Mary Hoffman
• Sample Collaborative Reasoning Participation Guidelines and Conversational Moves
• Sample Think-Aloud Statements and Questions for  Amazing Grace

This free website by Smithsonian offers current events articles on various topics and complexity levels for students K-12, with specific areas titled TweenTribune Junior for elementary students.  Each article contains text, photos, and a critical thinking challenge question for students to reflect on and respond to. These questions vary based on the articles chosen for the lesson.  For example, an article on the site titled “Life is sweet, but we’re eating too much sugar” and the critical thinking challenge question is "What may make it difficult for the world to cut down on sugar?"

Preparation

• Title two anchor chart papers: one with “Guidelines” and the other with “Conversational Moves.”  Consult the  Sample Collaborative Reasoning Participation Guidelines and Conversational Moves handout and consider how to facilitate the co-construction of charts.
• Locate a copy of Amazing Grace by Mary Hoffman.  Use the  Sample Think-Aloud Statements and Questions for  Amazing Grace to prepare for the think-aloud and discussion.
• Explore the  Smithsonian TweenTribune Junior website and choose five articles that your students would be interested in based on your knowledge of them and the community.
• Make class set copies of every article set up enough computers and/or tablets so students can read the article online.
• Display the anchor charts for the guidelines and conversational moves in a place that students will be able to access it easily throughout this lesson.
• Write the title of each article on a separate anchor chart. Place these around the room to give adequate space for each group discussion time.
• Gather several sticky notes and place in designated article areas.
• Have enough computers and/or tablets set up in the room for each group. Log onto the  Persuasion Map Student Interactive and familiarize yourself with the tool.

Student Objectives

Students will

• respond individually and reflect critically to an article with a social justice theme.
• use the Collaborative Reasoning model to discuss in small groups.
• develop and consolidate group opinions using an online tool.
• present opinions in a whole group setting.

Session One

• staying on topic
• respecting other beliefs and viewpoints through not interrupting or arguing
• making an effort to look at both sides of the issue (for and against)
• giving all members of the group opportunities to participate and share
• Open the discussion up to the students. Help prompt students by asking a question such as “When you are having a conversation with one of your peers, what is important to you?”

Create together a list of conversational moves , phrases that the students can refer to if they need support in responding to a member of their group or for delving deeper in the conversation. These can include, but are not limited to

• “I agree/disagree with you because…”
• “I can connect to… because…”
• “I was confused when…”
• “I wonder why…”
• “I would like to add that…”

Read Amazing Grace aloud, modeling using a think-aloud strategy with your reactions and feelings to the text and illustrations for the first half of the book. Some ideas for thinking to share include

• I bet that was fun to watch Grace act out all of those stories!
• She is so creative!
• That’s too bad that Mom and Nana don’t want to act out with her.
• I wonder how that made Grace feel with her classmates said she couldn’t be Peter Pan because she was a girl and she was black.

As you continue to read the rest of the story, open the discussion up to the students, reminding them of the  guidelines and conversational moves that were created together. This is a time to start building an environment of trust and respect so students will begin feeling comfortable to share aloud. If students need some prompting, some sample questions include

• How would that make you feel if your classmates told you that you couldn’t do something that you wanted to do?
• Why do you think her Nana is taking her to that play?
• Do you believe that Grace can be anyone she wants to be?
• What do you think changed her classmates’ minds?

When finished, give the students time to think silently about their reactions and feelings.

Have the students turn and talk with a partner, referring to the guidelines and conversational moves for support.

Have students share with the full class their thoughts about the text.

Session Two

Explain to the students that in this session they will be continue their practice with the Collaborative Reasoning model centering around five different articles and a critical thinking challenge question that encourages them to think more deeply about a particular social justice or diversity topic.

Display the five titles of the articles that you have chosen from TweenTribune Junior on the SmartBoard.

Pass out the small papers to the students and have them spend a couple of minutes deciding which article title they feel most passionate about and/or interested in.

Once all of the students have circled an article title, explain the process, writing some key instructions on an anchor chart for students to refer to while they collaborate:

• When they form their groups, students will read the article individually (either with paper copies or on a computer/tablet), reflect on the critical thinking challenge question at the bottom of the article.
• Then they should use sticky notes to record their thinking, remembering to try to use evidence from the article and their own experiences to support. While students fill out their sticky notes, they can place them on the anchor charts at their set location in the room.
• When all group members have had enough time to each read and reflect, they may begin discussing the article, the critical thinking question, and their beliefs with evidence and experience to support, with their group members. They may create new sticky notes during this time as well.
• Point out the different article areas in the room and direct the students to travel to the article they chose. Since the students are self-selecting, there may be uneven numbers of students within a group. If many (say, more than 5) students choose the same article, divide the students into multiple groups. If there is only one student that chose an article, discuss with the student that since he or she had passion for the article, he or she can still have a copy, read it, and talk about it with you later.
• During this time, walk from group to group to listen in on the conversations that the groups are having with each other. Notice if they are sharing their experiences and pulling information from the article in as well. Are they using the guidelines and conversational moves to dive deeper in their conversations? Provide support and redirection as necessary.

Session Three

• Explain to the students that in this session they will be using their discussions and sticky notes from the previous session to map out their ideas in a fun, interactive way. They will informally present these maps to their classmates.

Display the Persuasion Map on the SmartBoard or other projector. Model how to complete the map by typing in the parts (thesis, reasons, examples for each reason, and conclusion) based on the text Amazing Grace that the class read in Session One. Encourage students to help fill the map out based on what was shared during that time or any new ideas that have come to their minds. The beginning of the map may look like this:

Title: Amazing Grace

Goal or Thesis: Grace can be Peter Pan in the play if she wants to.

Reason: Grace has many experiences with acting.

Example: Her mom and nana tell stories and she acts out the parts, no matter who or what the characters are. She was a spider in one story.

• Return students to their discussion groups from the previous session by the anchor chart with their sticky notes.

Each group should then begin creating their Persuasion Map . It is possible that students within the same group will have differing ideas for the thesis. Consider having extra computers for students to complete one for each side simultaneously, or when students complete one persuasion map, they can create another.

• Students should save their work at the end of the session.

Session Four

• Allow each group to group to take turns sharing a summary of their article, critical thinking question, and their Persuasion Map with the whole class on the SmartBoard or other projector.
• The members of the group can encourage other students in the class to interact with their Persuasion Map as well with their own thoughts and beliefs on the topic.
• This same Collaborative Reasoning model can be used with other texts such as picture books, other articles, or students’ choices of what is happening in their own lives, the community, or the world.
• After hearing other groups' presentations, invite students to read one or more of the other articles and share how their thinking is similar to or different from their classmates.

Student Assessment / Reflections

• Students will be informally assessed through walking around and observing students while they are in their Collaborative Reasoning groups, as well as with the students’ sticky notes on the anchor charts and their Persuasion Map .
• Were these article topics appropriate for these students?
• Did the students display interest and passion through their discussions?
• Were there other topics or issues that would lead to other discussions?
• Were students able to each have a voice and share their beliefs about the topic?
• Were students able to balance their belief support through both evidence and experience?
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Critical Thinking Is About Asking Better Questions

• John Coleman

Six practices to sharpen your inquiry.

Critical thinking is the ability to analyze and effectively break down an issue in order to make a decision or find a solution. At the heart of critical thinking is the ability to formulate deep, different, and effective questions. For effective questioning, start by holding your hypotheses loosely. Be willing to fundamentally reconsider your initial conclusions — and do so without defensiveness. Second, listen more than you talk through active listening. Third, leave your queries open-ended, and avoid yes-or-no questions. Fourth, consider the counterintuitive to avoid falling into groupthink. Fifth, take the time to stew in a problem, rather than making decisions unnecessarily quickly. Last, ask thoughtful, even difficult, follow-ups.

Are you tackling a new and difficult problem at work? Recently promoted and trying to both understand your new role and bring a fresh perspective? Or are you new to the workforce and seeking ways to meaningfully contribute alongside your more experienced colleagues? If so, critical thinking — the ability to analyze and effectively break down an issue in order to make a decision or find a solution — will be core to your success. And at the heart of critical thinking is the ability to formulate deep, different, and effective questions.

• JC John Coleman is the author of the HBR Guide to Crafting Your Purpose . Subscribe to his free newsletter, On Purpose , follow him on Twitter @johnwcoleman, or contact him at johnwilliamcoleman.com.

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1 – Critical Thinking

Since ancient times, the concept of critical thinking has been associated with persuasive communication, usually in the form of speeches, scholarly texts, and literature.

Today, there are many vehicles for information and ideas, but the elements of critical thinking in a university context still bear strong influences from early scholarly writing and oration.

Definition of Critical Thinking

“Critical Thinking is the intellectually disciplined process of actively and skillfully conceptualizing, applying, analyzing, synthesizing, and/or evaluating information gathered from, or generated by, observation, experience, reflection, reasoning, or communication, as a guide to belief and action.”

Source: https://louisville.edu/ideastoaction/about/criticalthinking/what

Critical thinking may seem very abstract in  definitions such as the one above, but it is, above all,  an action . One source says critical thinking “is about being an active learner rather than a passive recipient of information” ( Skills You Need)   Most college curricula are designed to develop critical thinking.

“Critical thinkers rigorously question ideas and assumptions rather than accepting them at face value … They will always seek to determine whether the ideas, arguments, and findings represent the entire picture and are open to the possibility that they do not. It is more than the accumulation of facts, it is a way of thinking.”

                                                                                                                                   ( Source: Skills You Need )

In her article, “Why Are Critical Thinking Skills Necessary for Academics?,” journalist Jen Saunders  says, “universities concern the ways in which people research and write; their members are responsible for maintaining the foundational principles of truth and knowledge within the folds of scholarship, and permit scholars to grasp and comprehend academic subjects at levels of expertise.” ( https://classroom.synonym.com/ )

Saunders provides this information on the specific ways that critical thinking is important in  college-level work:

• Critical thinking supplies the foundation of high-quality academic writing.
• Peer awareness is an element of critical thinking in that it helps students understand and communicate with those who have different experiences, opinions, and perspectives.
• Critical thinking are necessary for passing some exams (e.g.,  essay answer, a series of multiple-choice questions to test comprehension, and especially situations where students must look for context clues or decipher word elements).
• When students are required to defend a thesis or dissertation, they need to be able to anticipate questions and respond on the spot to those asked by committee members.

Author and master teacher Michael Stratford (Demand Media), in his article, “What Are the Key Ideas for Critical Thinking Skills?”,  and the website, Skills You Need, note that someone with critical thinking skills can:

• Interpret data – becoming aware of all of the parts of an argument, such as point of view, audience, and thesis as well as reasoning through moral dilemmas
• Analyze and synthesize –  the ability to break down data into individual parts and reassemble them to create something original
• Infer and answer :  the ability to explain a problem with an inference, or educated guess. This requires knowing the difference between explaining by inference or by assumptions based on previous ideas
• Make Connections between ideas from varied sources
• Recognize, build, and appraise arguments put forth by others and determine their importance and relevance through objective evaluation
• Spot inconsistencies and errors in reasoning
• Approach problems consistently and systematically
• Reflect on the justification of one’s own assumptions, beliefs, and values

Indeed.com ., a service for finding jobs and polishing a resume, provides the following information about critical thinking. Their website offers five types of skills are important:

Five Important Critical Thinking Skills

Observation.

Observational skills are important for critical thinking because they help you to notice opportunities, problems, and solutions.  Eventually, good observers can predict  or anticipate problems or issues because their experience widens when they get in the habit of close observation. It is necessary to train yourself to pay close attention to details.

After you have spotted and identified a problem from your observation, your analytical skills become important: You must determine what part of a text or media is important and which parts are not. In other words,  gathering and evaluating sources of information that may support or depart from your text or media. This may involve a search for balanced research reports or scholarly work, and asking good questions about the text or media to make sure it is accurate and objective.

Now that you have gathered information or data, you must now interpret it and find a solution or resolution.  Even though the information you have may be incomplete, just make an “educated guess,” rather than a quick conclusion.  Look for clues (images, symbolism, data charts, or reports) that will help you analyze a situation, so you can evaluate the text or situation and come to a measured conclusion.

COMMUNICATION

In the context of critical thinking, this means engaging or initiating discussions, particularly on difficult issues or questions, especially when you face an audience that you know disagrees with your position. Use your communication skills to persuade them. Active listening, remaining calm, and showing respect are very important elements of communicating with an audience.

PROBLEM SOLVING

The problem-solving part of critical thinking involves applying or executing a conclusion or solution. You will want to choose the best, so this requires a strong understanding of your topic or goal, as well as some idea of how others have handled similar situations.

Essential “Critical” Vocabulary

[Source:  ( https://www.espressoenglish.net/difference-between-criticize-criticism-critique-critic-and-critical/]

Now let’s examine the many ways the word “critical” is used in various academic contents. You might be familiar with movie reviews or customer reviews on products in which a critic offers comments.  Below are some reviews of a long-standing Chinese restaurant in Columbus, Hunan Lion:

• The restaurant is over priced. You pay for the atmosphere. Ordered the beef and oriental veggies and to be honest it was onions and 3 pieces of broccoli. The meat was fatty and that is the worst. Typically the food is good but last night it wasn’t.
• 35 years of incredible food. By far the best Chinese restaurant in Columbus. If you want to have a great experience, without a doubt go there, you will love it.
• We ordered take out 10/01/2020. Food was TERRIBLE! The Crab Rangoon…well it’s not crab and I’m not sure of the texture it had going on but it was disgusting! The entire order of food after 1 bite went in the trash! I will certainly spread the word DO NOT ORDER FOOD from this restaurant! They are expensive and you are wasting your money. The girl at the cash register surpasses RUDE.
• The food and service were fantastic! We were in on Christmas day, and despite being busy, they did a magnificent job. We will definitely be back!

These reviews were voluntary; nevertheless, the writers of them are considered “critics,” because what they are really offering is judgment.

In a professional or academic setting, critics do much more than give a strong opinion. Whether they offer positive or negative comments, they all try to do so as objectively as possible. In other words, they avoid Personal Bias, meaning they try not to rely exclusively on their personal experiences, but rather they include influences from people, environments, cultures, values, stereotypes, and beliefs.

It is worth noting that all of these influences are part of being human. Part of critical thinking, however, means acknowledging the impact your own biases may have on the questions you ask or your interpreting of material; then, learn to overcome these evaluations. You must be like a judge in a courtroom:  you have to try to be fair and leave your own feeling out of the situation.

Activity #1:, inference exercise, harper’s is the oldest general-interest monthly magazine in the u.s. it emphasizes excellent writing and unique and varied perspectives. one of its most celebrated features is the “harper’s index,” which is a collection of random statistics about  politics, business, human behavior, social trends, research findings, and so forth. the reader is left alone to make sense of a fact by using inferences and background knowledge., below are some statistics from “harper’s index.” it is up to you to decide what each statistic suggests. something surprising mysterious what could explain its significance.

Choose a few of the facts below and write a response for each in which you raise questions , offer a possible explanation , or propose a tentative theory to explain the fact, or its significance.  Consider what the statistic suggests beyond what is written. Your response should be your own opinion , without consulting any internet resources or others.

Example:    Percentage increase last year in UFO sightings nationwide:   16% Source: [ July 2021 • Source: National UFO Reporting Center (Davenport,Wash.)] Response: Is this a large or small increase? Maybe the  increase is due to the recent U.S. government’s release of a file on unidentified flying objects (UFOs), or, what they call, “Unidentified Aerial Phenomena.” Maybe people feel like they can admit to seeing such phenomena since the government now acknowledges their existence? In the recent past, perhaps people would be laughed at or stigmatized if they claimed to see a UFO because the government and general public believed the idea of “alien life forms”  was ridiculous.

Percentage by which the unemployment rate of recently graduated U.S. physics majors exceeds that of art history majors:  60%

Source:  November 2020 • Source: Federal Reserve Bank of New York

ACTIVITY #2 – LINKING FACTS

Sometimes the “Harper’s Index” features pairs of statistics.  It is up to you to decide what the pair, seen together, suggests. Select a couple of the pairs below and write down questions you may have, or possible explanations that tell why the pair might be significant.  Consider what the statistic suggests beyond what is written. What you write should be your own opinion , without consulting any internet resources or others.

Type your response below each set:

Movie Reviews

One of the most familiar types of criticism we encounter is a movie review,  a short description of a film and the reviewer’s opinion about it. When you watch a movie on Netflix, for example, you can see the number of stars (1-5) given by those who have watched and rated the movie. Professional reviewers usually try to give a formal, balanced account of a movie, meaning they usually provide a summary and point out some positive and negative points about a film. Amateur critics, however, can write whatever they like – all positive, all negative, or a combination.

Amateur film critiques can be found in many places; the movie review site, IMDB , is one of the most popular, with a user-generated rating feature.  Another popular site is Rotten Tomatoes, which uses a unique ‘tomato meter’ to rate movies: a green tomato means fresh while red means rotten. You can also view the individual ratings given by critics. It has more than 50,000 movies in its database. And finally, another good source of movie reviews is Metacritic , which offers a collection of reviews from various sources.

Let’s look at this review by professional movie critic Roger Ebert ( https://www.rogerebert.com/

In “Top Gun: Maverick,” a sequel to “ Top Gun, ” an admiral refers to navy aviator Pete Mitchell (Tom Cruise)—call sign “ Maverick ”—as “the fastest man alive.” Truth be told, our fearless and ever-handsome action hero earns both appraisals and applause.  Indeed, Cruise’s consistent commitment to Hollywood showmanship deserves the same level of respect usually reserved for the fully-method actors such as Daniel Day-Lewis . Even if you somehow overlook the fact that Cruise is one of our most gifted and versatile dramatic and comedic actors with movies like “ Mission Impossible , ”  “ Born on the Fourth of July ,” “ Magnolia ,” “ Tropic Thunder ,” and “ Collateral ” on his CV, you will never forget why you show up to a Tom Cruise movie.

Director Joseph Kosinski allows the leading actor to be exactly what he is—a star—while upping the emotional and dramatic stakes of the first Top Gun (1986) with a healthy dose of nostalgia.  In this Top Gun sequel, we find Maverick in a role on the fringes of the US Navy, working as a test pilot. You won’t be surprised that soon enough, he gets called on a one-last-job type of mission as a teacher to a group of recent training graduates. Their assignment is just as obscure and politically cuckoo as it was in the first movie. There is an unnamed enemy—let’s called it Russia because it’s probably Russia—some targets that need to be destroyed, a flight plan that sounds nuts, and a scheme that will require all successful Top Gun recruits to fly at dangerously low altitudes. But can it be done?

In a different package, all the proud fist-shaking seen in “Top Gun: Maverick” could have been borderline insufferable, but fortunately Kosinski seems to understand exactly what kind of movie he is asked to navigate. In his hands, the tone of “Maverick” strikes a fine balance between good-humored vanity and half-serious self-deprecation, complete with plenty of emotional moments that catch one off-guard.

In some sense, what this movie takes most seriously are concepts like friendship, loyalty, romance, and okay, bromance.  Still, the action sequences are likewise the breathtaking stars of “Maverick.” Reportedly, all the flying scenes were shot in actual U.S. Navy F/A-18s, for which the cast had to be trained. Equally worthy of that big screen is the emotional strokes of “Maverick” that pack an unexpected punch. Sure, you might be prepared for a second sky-dance with “Maverick,” but perhaps not one that might require a tissue or two in its final stretch.

Available in theaters May 27th, 2022

ACTIVITY #3 – BEING A CRITIC

Analyze the film review above.  Does the reviewer give the movie a strongly positive or negative review? A mildly positive or negative review? A balanced review? How can you tell?  Support your opinion by identifying words, phases, and/or comparisons that directly or indirectly are positive, negative, or neutral.

ACTIVITY #4 – WRITE A MOVIE REVIEW

Select a movie to review. Choose one you either love or hate. (If it evokes emotions, it’s usually easier to review.) You may choose any movie, but for this assignment, don’t choose a film that might upset your target audience – your instructor and classmates. A movie review can be long or short.  Usually a simple outline of the plot and a sentence or two about the general setting in which it takes place will be sufficient, then add your opinion and analysis. The opinion section should be the main focus of your review. Don’t get too detailed. Your instructor will determine the word limit of this assignment.

Suggestions:

Do a web search to find information about the film: is it based on real-life events or is it fiction?

Find some information about the director and his/her/their style.

Look for information about the cast, the budget, the filming location, and where the idea for the film’s story came from. In other words, why did the producers want to make the movie?

Be sure to keep notes on where you find each piece of information – its source.  Most of the facts about movies are considered common knowledge, so they don’t have to be included in your review.

Avoid reading other reviews. They might influence your opinion, and that kind of information needs to be cited in a review.

When you are watching the film make notes of important scenes or details, symbolism, or the performances of the characters. You may want to analyze these in detail later. Again, keep notes on the source of the information you find.

Don’t give away the ending! Remember, reviews help readers decide whether or not to watch the movie. No spoilers!

Suggested Steps:

Write an introduction where you include all the basic information so that the film can be easily identified. Note the name, the director, main cast, and the characters in the story, along with the year it was made. Briefly provide the main idea of the film.

Write the main body. Analyze the story, the acting, and the director’s style. Discuss anything you would have done differently, a technique that was successful, or dialogue that was important. In other words, here is where you convey your opinion and the reasons for it. You may choose to analyze in detail one scene from the film that made an impression on you, or you may focus on an actor’s performance, or the film’s setting, music, light, character development, or dialogu

Make a conclusion. Search for several reviews of the film. Include how the film was rated by others. You will need to include information about where you found the information. Then, give your own opinion and your recommendation. You can end with a reason the audience might enjoy it or a reason you do not recommend it. Include a summary of the reasons you recommend or do not recommend it.

[Source:  https://academichelp.net/academic-assignments/review/write-film-review.html]

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References:

10 Top Critical Thinking Skills (and how to improve them).(2022).   Indeed.com: https://www.indeed.com/career-advice/career-development/critical-thinking-skills

Difference between criticize, criticism, critique, critic, and critical. Espresso English : https://www.espressoenglish.net/difference-between-criticize-criticism-critique-critic-and-critical/

Hansen, R.S. (n.d.).  Ways in which college is different from high school.  My CollegeSuccessStory.com .

Ideas to Action. Critical Thinking Inventories. University of Louisville:  https:// louisville.edu/ideastoaction/about/criticalthinking/what

Saunders, J. (n.d.). “Why Are Critical Thinking Skills Necessary for Academics?,” Demand Media.

Stratford, M. (n.d. ) What are the key ideas for critical thinking skills? Demand Media .

Van Zyl, M.A., Bays, C.L., & Gilchrist, C. (2013). Assessing teaching critical thinking with validated critical thinking inventories: The learning critical thinking inventory (LCTI) and the teaching critical thinking inventory (TCTI). Inquiry: Critical Thinking Across The Discipline , 28(3), 40-50.

What is Critical Thinking? (n.d.). Skills You Need : https://www.skillsyouneed.com/learn/critical-thinking.html

Write a Film Review. Academic Help: Write Better : https://academichelp.net/academic-assignments/review/write-film-review.html

Critical Reading, Writing, and Thinking Copyright © 2022 by Zhenjie Weng, Josh Burlile, Karen Macbeth is licensed under a Creative Commons Attribution 4.0 International License , except where otherwise noted.

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Class Discussion Strategies

Recitations in humanities classes tend to be oriented around discussion rather than problem solving. This handout will help you optimize classroom conversations, whether online or in person. Although every class will have its own conversational dynamics, there are certain strategies you can apply before the discussion, during the discussion, and after the discussion.

Before discussion

First, make sure you’ve done the reading! Remember, however, that reading class material does not necessarily mean you have to pore over every sentence. Your reading strategies should be based on how you will be required to handle the content of a text. In general, when preparing for a recitation discussion, you should take note of particular points of agreement or disagreement with your author. You might also want to mark important examples that the author uses. And perhaps most importantly, mark those passages in your reading that you don’t understand. Confusion is not necessarily a bad thing, because you can frame these things as questions. Articulating well-phrased questions is absolutely essential to any good class discussion. Do not underestimate your capability to come up with good questions, and never underestimate the importance of good questions for class discussions. It’s important to keep in mind that the point of class discussion isn’t to show off how much you know—students who think this is the case may be afraid to participate for fear of not seeming informed enough. Instead, the main purpose of discussion is to better understand the reading and to ask critical questions.

After you read, it’s best to at least quickly review your reading and/or lecture notes prior to class discussion. Test your comprehension of these materials by summarizing the major points out loud. The more you practice saying things out loud, the more prepared you will be to participate in conversations.

You may want to arrive early to class and ask one of your classmates what they thought about the reading. Starting up a conversation before class beings can help make participation feel more natural. It can also give you a sense of the sorts of things your classmates found interesting, important, or confusing.

In Zoom classes, time before discussion may or may not be available, but you can take advantage of the many other avenues of communication that often come with remote learning. Discussion forums, blog posts, VoiceThreads, and other digital tools are often used in online classes to facilitate interactions about the readings before discussions take place. If instructors already ask you to respond to peers using these tools, don’t just do so to fulfill a requirement. Engage with the ideas and questions of other students as a means of developing the kinds of interactions you plan on extending to the actual discussion.

Always ensure that your physical needs are met prior to the class conversation. If your classroom runs cold, layer your clothes. If class happens at a time when you need a bit of a pick-me-up, bring coffee, tea, or another snack for energy. And if you tend to get fidgety or nervous, consider bringing a stress ball to focus your energy during the discussion. For online discussions, focus on finding a comfortable and quiet location for joining class.

It will also help to think about phrasing you could use to respectfully disagree with someone. It is usually good discussion practice to frame your disagreement in a constructive and positive way. For example, to someone with whom you disagree, you might say: “I can see the merits of that idea and why it might be attractive. But the way I see it…”

Finally, if you tend to be shy in conversational contexts, know that this is normal and you’re not alone. Use time before participating to write some brief comments to yourself. This can make it easier to collect and express your thoughts when the moment comes. Particularly if you do not like speaking, it can be helpful to say something early in the discussion. This provides positive reinforcement and helps set the tone for the rest of the conversation.

During discussion

Perhaps the most important thing you can do is be a good listener. This means considering what your classmates are saying and tailoring your responses to their comments or concerns. Sometimes, this can be as simple as articulating back what they have said, and adding an observation of your own. For example: “You seem to be saying _____________. I like that, and it makes me think of…” Listening is also important to demonstrate to your peers and your professor, especially if participation is part of your grade. Looking up and nodding your head can express to others that you are engaged in the conversation and paying attention, while staring at a device or your book during the discussion can convey the opposite. In an online discussion, it is even easier for listeners to feel distracted or for speakers to feel unheard. Try deliberately using body language, the chat function, and other cues to maintain a clear line of communication with other participants. For example, when someone is addressing you directly, you could try looking at your camera.

Your goal as a participant should be to think with others, not speak at them. This might mean taking notes on what a classmate says. Writing down thoughts while someone is speaking can be challenging, but with practice this may help you consolidate your own thoughts, as well as provide specific things that you can refer back to in your own comments.

When you’re confused or don’t understand something, try framing your confusion as a question. You can relate your question to a particular passage from the reading, which your classmates can reference in their own responses. For example: “On page 65 of the text, the author says that…I’m a bit confused about what she’s trying to say. What do you think she means here?”

Remember that less is more. Your classmates will appreciate a conversational partner who has something to say or a question to ask, but also takes care not to monopolize time. If someone asks, you can always expand your comment or idea. At the same time, take caution not to rush when you speak. If you’re nervous, take deep breaths and speak clearly. This makes it easier for someone to understand you, and to respond thoughtfully. In Zoom classes, you may also want to pay attention to your distance from the microphone and any ambient noises that might affect the way you sound to others. It is common practice in online classes to keep yourself muted unless you are making a specific contribution.

Identify your teacher’s discussion style. Do they direct conversations according to specific questions they want you to answer? Or are they interested in an ‘organic’ conversation? Figuring out how they facilitate conversations can help you understand what they might be looking for from you.

If you’re shy, be strategic about where you sit in the room. It might be helpful to sit close to the professor, where you can easily get their attention. In Zoom classes, there may be possibilities for contributing to class discussions that aren’t available in a classroom. For example, if your instructor has enabled the chat function, consider adding your comments or questions this way. A written comment may not always receive immediate attention, but it still indicates your participation in a demonstrable way.

After discussion

Take a few minutes after class to write down two or three main themes from the conversation. You might even practice speaking out loud some of the ideas you heard, as a way to engage in active learning. And as always, plan strategically about how you will review your course material for the next class discussion.

Additional resources

If you feel you are having difficulty asking questions because you are not able to listen well and understand the conversation around you or the material being presented, please see our handout on Academic Listening Strategies .

If you would like to work on speaking up in class with an academic coach, make an appointment with one of the Learning Center’s coaches. An academic coach can help you practice formulating your questions and comments and come up with an individualized plan for speaking up in class.

Works consulted

Feak, C., Reinhart, S. & Rohlck, T. Academic Interactions: Communicating on campus. Michigan Series in English for Academic & Professional Purposes. (2009). Ann Arbor: University of Michigan Press.

If you enjoy using our handouts, we appreciate contributions of acknowledgement.

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