Questioning, Arguing and Reasoning: How English Academic Writing Courses Shape Undergraduates’ Critical Thinking Ability

Abstract and publication details

The three basic parts of undergraduate critical thinking in academic study are the focus of this paper. I will concentrate on students’ ability to put forward good research questions, construct reasonable academic arguments, and use logic in their writing. This paper studies how the above practical thinking skills are developed in undergraduate English academic writing courses. According to data analysis, the three types of ability for students are not the same. Based on theories of second language acquisition and the development of critical thinking, a combination of both will be used. According to the first-hand records from class observation and the content of one-on-one semi-structured interviews and questionnaires, all the collected data will be used.

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