Critical Thinking and arguments, and they Critical Thinking Table

distinguish between facts and

As a college student, you are
opinion. They are also willing to Critical Critical
tasked with engaging and
examine their own beliefs, Thinking Thinking
expanding your thinking skills. One
possessing a manner of humility IS IS NOT
of the most important of these
that allows them to admit lack of
skills is critical thinking because it
knowledge or understanding when Uncoverin
relates to nearly all tasks,
needed. They are open to g biases
situations, topics, careers,
changing their mind. Perhaps most
environments, challenges, and
of all, they actively enjoy learning,
opportunities. It is a “domain-
and seeking new knowledge is a
general” thinking skill, not one
lifelong pursuit. This may well be
that is specific to a particular Critical Thinking and Logic
you!
subject area.
No matter where you are on the Critical thinking is fundamentally a
What Is Critical Thinking? process of questioning information
road to being a critical thinker, you
Critical thinking is clear, can always more fully develop and and data. You may question the
reasonable, reflective thinking finely tune your skills. Doing so information you read in a
focused on deciding what to will help you develop more textbook, or you may question
believe or do. It means asking balanced arguments, express what a politician or a professor or
probing questions like “How do we yourself clearly, read critically, and a classmate says. You can also
know?” or “Is this true in every glean important information question a commonly-held belief
case or just in this instance?” It efficiently. Critical thinking skills or a new idea. With critical
involves being skeptical and will help you in any profession or thinking, anything and everything
challenging assumptions rather any circumstance of life, from is subject to question and
than simply memorizing facts or science to art to business to examination for the purpose of
blindly accepting what you hear or teaching. With critical thinking, logically constructing reasoned
read. you become a clearer thinker and perspectives.
problem solver.
Imagine, for example, that you’re
reading a history textbook. You What Is Logic?
wonder who wrote it and why,
because you detect certain biases Critical Thinking Table The word logic comes from the
in the writing. You find that the Ancient Greek logike, referring to
author has a limited scope of Critical Critical the science or art of reasoning.
research focused only on a Thinking Thinking Using logic, a person evaluates
particular group within a IS IS NOT arguments and reasoning and
population. In this case, your strives to distinguish between
critical thinking reveals that there Memorizi good and bad reasoning, or
Skepticism
are “other sides to the story.” ng between truth and falsehood.
Using logic, you can evaluate the
Who are critical thinkers, and what Examining ideas and claims of others, make
characteristics do they have in Group
assumptio good decisions, and form sound
common? Critical thinkers are thinking
ns beliefs about the world.[1]
usually curious and reflective
people. They like to explore and Questions of Logic in Critical
Blind
probe new areas and seek Challengin Thinking
acceptanc
knowledge, clarification, and new g
e of Let’s use a simple example of
solutions. They ask pertinent reasoning
authority applying logic to a critical-thinking
questions, evaluate statements situation. In this hypothetical
scenario, a man has a Ph.D. in 4. How do I know? Ask identified some strategies
political science, and he works as a yourself where the to interest students in
professor at a local college. His information came from joining and supporting the
wife works at the college, too. and how it was club. Implementation is
They have three young children in constructed. forthcoming.
the local school system, and their
5. Who is saying it? What’s  Your final art class project
family is well known in the
the position of the speaker challenges you to
community. The man is now
and what is influencing conceptualize form in new
running for political office. Are his
them? ways. On the last day of
credentials and experience
class when students
sufficient for entering public 6. What else? What if? What
present their projects, you
office? Will he be effective in the other ideas exist and are
describe the techniques
political office? Some voters might there other possibilities?
you used to fulfill the
believe that his personal life and
Problem-Solving with Critical assignment. You explain
current job, on the surface,
Thinking why and how you selected
suggest he will do well in the
that approach.
position, and they will vote for For most people, a typical day
him. In truth, the characteristics is filled with critical thinking  Your math teacher sees
described don’t guarantee that the and problem-solving that the class is not quite
man will do a good job. The challenges. In fact, critical grasping a concept. She
information is somewhat thinking and problem-solving uses clever questioning to
irrelevant. What else might you go hand-in-hand. They both dispel anxiety and guide
want to know? How about refer to using knowledge, you to a new
whether the man had already held facts, and data to solve understanding of the
a political office and done a good problems effectively. But with concept.
job? In this case, we want to think problem-solving, you are
critically about how much  You have a job interview
specifically identifying,
information is adequate in order for a position that you feel
selecting, and defending your
to make a decision based you are only partially
solution. Below are some
on logic instead of assumptions. qualified for, although you
examples of using critical
really want the job and
The following questions, thinking to problem-solve:
you are excited about the
presented in Figure 1, are ones  Your roommate was upset prospects. You analyze
you may apply to formulating a and said some unkind how you will explain your
logical, reasoned perspective in words to you, which put a skills and experiences in a
the above scenario or any other crimp in the relationship. way to show that you are
situation: You try to see through the a good match for the
angry behaviors to prospective employer.
1. What’s happening? Gather
the basic information and determine how you might
 You are doing well in
begin to think of best support the
college, and most of your
questions. roommate and help bring
college and living
the relationship back to a
expenses are covered. But
2. Why is it important? Ask comfortable spot.
there are some gaps
yourself why it’s significant
 Your campus club has between what you want
and whether or not you
been languishing due and what you feel you can
agree.
to lack of participation and afford. You analyze your
3. What don’t I see? Is there funds. The new club income, savings, and
anything important president, though, is a budget to better calculate
missing? marketing major and has what you will need to stay
 in college and maintain Problem-Solving Problem-Solving
your desired level of Action Checklist Action Checklist
spending.

Problem-Solving Action STR ACTION STR ACTION

Checklist ATE CHECKLI ATE CHECKLI
GIES ST GIES ST
Problem-solving can be an
efficient and deta equ
rewarding process, especially ils enc
if you are organized and as es
mindful of critical steps and poss
strategies. Remember to  Iden
ible
assume the attributes of a tify
good critical thinker: if you are  Prov fact
curious, reflective, knowledge- ide s
seeking, open to change, exa
 Com
probing, organized, and mpl
pare
ethical, your challenge or es
and
problem will be less of a  Org cont
hurdle, and you’ll be in a good aniz rast
position to find intelligent e poss
solutions. The steps outlined the ible
in this checklist will help you info solu
adhere to these qualities in rma tion
your approach to any tion s
problem: logic
ally 3.  Use
Problem-Solving
Action Checklist Sele gath
2.  Use ct ered
Iden logic your fact
STR ACTION
tify to solu s
ATE CHECKLI
avail iden tion and
GIES ST
able tify rele
solu your vant
1.  Iden
tions mos evid
Defi tify
t enc
ne the
imp e
the pro
orta
prob ble  Sup
nt
lem m port
goal
and
 Prov s
defe
ide
 Iden nd
as
tify solu
man
impl tion
y
icati s
sup
ons cons
por
and ider
ting
cons ed
Problem-Solving Evaluating Information with the intentions behind what is
Action Checklist Critical Thinking written.

Examine Arguments
STR ACTION
ATE CHECKLI When you examine arguments
GIES ST or claims that an author,
speaker, or other source is
vali making, your goal is to identify
d and examine the hard facts.
You can use the spectrum of
 Defe authority strategy for this
nd purpose. The spectrum of
your authority strategy assists you
solu in identifying the “hot” end of
tion an argument—feelings,
beliefs, cultural influences,
Evaluating information can be and societal influences—and
one of the most complex tasks the “cold” end of an argument
you will be faced with in —scientific influences. The
Critical and Creative Thinking college. But if you utilize the most compelling arguments
Critical and creative thinking following four strategies, you balance elements from both
complement each other when will be well on your way to ends of the spectrum. The
it comes to problem-solving. success: following video explains this
The following words, by Dr. strategy in further detail:
1. Read for understanding
Andrew Robert Baker, are 2. Examine arguments Clarify Thinking
excerpted from his “Thinking 3. Clarify thinking
Critically and Creatively” essay. When you use critical thinking
4. Cultivate “habits of mind”
Dr. Baker illuminates some of to evaluate information, you
the many ways that college need to clarify your thinking to
students will be exposed to yourself and likely to others.
critical and creative thinking Doing this well is mainly a
Read for Understanding
and how it can enrich their process of asking and
learning experiences. When you read, take notes or answering probing questions,
mark the text to track your such as the logic questions
thinking about what you are discussed earlier. Design your
Critical and creative thinking reading. As you make questions to fit your needs,
skills are perhaps the most connections and ask questions but be sure to cover
fundamental skills involved in in response to what you adequate ground. What is the
making judgments and solving read, you monitor your purpose? What question are
problems. They are some of comprehension and enhance we trying to answer? What
the most important skills I your long-term understanding point of view is being
have ever developed. I use of the material. You will want expressed? What assumptions
them everyday and continue to mark important arguments are we or others making?
to work to improve them both. and key facts. Indicate where What are the facts and data
Dr. Andrew Robert you agree and disagree or we know, and how do we
Baker Foundations of have further questions. You know them? What are the
Academic Success: Words of don’t necessarily need to read concepts we’re working with?
Wisdom every word, but make sure you What are the conclusions, and
understand the concepts or
do they make sense? What are notice some glaring historical Being able to understand and
the implications? errors, not the least of which apply the concepts that follow
was a passage which is crucial to becoming a more
Cultivate “Habits of Mind”
described how thousands of savvy user and creator of
“Habits of mind” are the African Americans fought for information.
personal commitments, the South during the Civil War.
When you begin evaluating
values, and standards you
Further investigation into the sources, what should you
have about the principle of
book revealed that, although consider? The CRAAP test is a
good thinking. Consider your
the author had written series of common evaluative
intellectual commitments,
textbooks on a variety of elements you can use to
values, and standards. Do you
subjects, she was not a trained evaluate
approach problems with an
historian. The research she the Currency, Relevance, Auth
open mind, a respect for truth,
had done to write Our ority, Accuracy, and Purpose
and an inquiring attitude?
Virginia, and in particular the of your sources. The CRAAP
Some good habits to have
information she included test was developed by
when thinking critically are
about Black Confederate librarians at California State
being receptive to having your
soldiers, was done through the University at Chico and it gives
opinions changed, having
Internet and included sources you a good, overall set of
respect for others, being
created by groups like the elements to look for when
independent and not
Sons of Confederate Veterans, evaluating a resource. Let’s
accepting something is true
an organization which consider what each of these
until you’ve had the time to
promotes views of history that evaluative elements means.
examine the available
de-emphasize the role of You can visit the ACC Library’s
evidence, being fair-minded,
slavery in the Civil War. Web page for a tutorial
having respect for a reason,
on Evaluating
having an inquiring mind, not How did a book with errors
Information using the CRAAP
making assumptions, and like these come to be used as
test.
always, especially, questioning part of the curriculum and
your own conclusions—in who was at fault? Was it Currency
other words, developing an Masoff for using
One of the most important
intellectual work ethic. Try to untrustworthy sources for her
and interesting steps to take
work these qualities into your research? Was it the editors
as you begin researching a
daily life. who allowed the book to be
subject is selecting the
published with these errors
CRAAP Test resources that will help you
intact? Was it the school
build your thesis and support
In 2010, a textbook being used board for approving the book
your assertions. Certain topics
in fourth-grade classrooms in without more closely
require you to pay special
Virginia became big news for reviewing its accuracy?
attention to how current your
all the wrong reasons. The
There are a number of issues resource is—because they are
book, Our Virginia by Joy
at play in the case of Our time sensitive, because they
Masoff, had caught the
Virginia, but there’s no have evolved so much over
attention of a parent who was
question that evaluating the years, or because new
helping her child do her
sources is an important part of research comes out on the
homework, according to an
the research process and topic so frequently. When
article in The Washington Post.
doesn’t just apply to Internet evaluating the currency of an
Carol Sheriff was a historian
sources. Using inaccurate, article, consider the following:
for the College of William and
irrelevant, or poorly
Mary and as she worked with  When was the item
researched sources can affect
her daughter, she began to written, and how
the quality of your own work.
 frequently does the  Does the information Accuracy
publication come out? presented support or
Determining where
refute your ideas?
 Is there evidence of newly information comes from, if the
added or updated  If the information refutes evidence supports the
information in the item? your ideas, how will this information, and if the
change your argument? information has been
 If the information is dated,
reviewed or refereed can help
is it still suitable for your  Does the material provide
you decide how and whether
topic? you with current
to use a source. When
information?
 How frequently does determining the accuracy of a
information change about  What is the material’s source, consider the following:
your topic? intended audience?
 Is the source well-
Relevance Authority documented? Does it
include footnotes,
Understanding what resources Understanding more about citations, or a
are most applicable to your your information’s source bibliography?
subject and why they are helps you determine when,
applicable can help you focus how, and where to use that  Is information in the
and refine your thesis. Many information. Is your author an source presented as fact,
topics are broad and searching expert on the subject? Do they opinion, or propaganda?
for information on them have some personal stake in Are biases clear?
produces a wide range of the argument they are
 Can you verify information
resources. Narrowing your making? What is the author or
from the references cited
topic and focusing on information producer’s
in the source?
resources specific to your background? When
needs can help reduce the determining the authority of  Is the information written
piles of information and help your source, consider the clearly and free of
you focus in on what is truly following: typographical and
important to read and grammatical mistakes?
 What are the author’s
reference. When determining Does the source look to be
credentials?
relevance consider the edited before publication?
following:  What is the author’s level A clean, well-presented
of education, experience, paper does not always
 Does the item contain
and/or occupation? indicate accuracy, but
information relevant to
usually at least means
your argument or thesis?  What qualifies the author more eyes have been on
to write about this topic? the information.
 Read the article’s
introduction, thesis, and  What affiliations does the Purpose
conclusion. author have? Could these
affiliations affect their Knowing why the information
 Scan main headings and
position? was created is a key to
identify article keywords.
evaluation. Understanding the
 What organization or body reason or purpose of the
 For book resources, start
published the information, if the information
with the index or table of
information? Is it has clear intentions, or if the
contents—how wide a
authoritative? Does it information is fact, opinion, or
scope does the item have?
have an explicit position or propaganda will help you
Will you use part or all of
bias?
this resource?
decide how and why to use Critical thinking is a  Analyze the influences on
information: fundamental skill for college your thinking and in your
students, but it should also be life: Why do you think or
 Is the author’s purpose to
a lifelong pursuit. Below are feel the way you do?
inform, sell, persuade, or
additional strategies to Analyze your influences.
entertain?
develop yourself as a critical Think about who in your
 Does the source have an thinker in college and in life influences you. Do you
obvious bias or prejudice? everyday life: feel or react a certain way
because of social
 Is the article presented  Reflect and practice:
convention, or because
from multiple points of Always reflect on what
you believe it is what is
view? you’ve learned. Is it true
expected of you? Try to
all the time? How did you
 Does the author omit break out of any molds
arrive at your conclusions?
important facts or data that may be constricting
that might disprove their  Use wasted time: It’s you.
argument? certainly important to
 Express yourself: Critical
make time for relaxing,
 Is the author’s language thinking also involves
but if you find you are
informal, joking, being able to express
indulging in too much of a
emotional, or yourself clearly. Most
good thing, think about
impassioned? important in expressing
using your time more
yourself clearly is stating
 Is the information clearly constructively. Determine
one point at a time. You
supported by evidence? when you do your best
might be inclined to argue
thinking and try to learn
When you feel overwhelmed every thought, but you
something new during
by the information you are might have greater impact
that part of the day.
finding, the CRAAP test can if you focus just on your
help you determine which  Redefine the way you see main arguments. This will
information is the most useful things: It can be very help others to follow your
to your research topic. How uninteresting to always thinking clearly. For more
you respond to what you find think the same abstract ideas, assume
out using the CRAAP test will way. Challenge yourself to that your audience may
depend on your topic. Maybe see familiar things in new not understand. Provide
you want to use two overtly ways. Put yourself in examples, analogies, or
biased resources to inform an someone else’s shoes and metaphors where you can.
overview of typical arguments consider things from a
 Enhance your wellness:
in a particular field. Perhaps different angle or
It’s easier to think critically
your topic is historical and perspective. If you’re
when you take care of
currency means the past trying to solve a problem,
your mental and physical
hundred years rather than the list all your concerns: what
health. Try taking activity
past one or two years. Use the you need in order to solve
breaks throughout the day
CRAAP test, be knowledgeable it, who can help, what
to reach 30 to 60 minutes
about your topic, and you will some possible barriers
of physical activity each
be on your way to evaluating might be, etc. It’s often
day. Scheduling physical
information efficiently and possible to reframe
activity into your day can
well! a problem as an
help lower stress and
opportunity. Try to find a
Developing Yourself As a increase mental alertness.
solution where there
Critical Thinker Also, do your most
seems to be none.
difficult work when you
 have the most energy. “Reading to write” means  They capture the text’s
Think about the time of approaching reading material main points by
day you are most effective with a variety of tools that summarizing its meaning.
and have the most energy. help prepare you to write
 They critique the text,
Plan to do your most about that reading material.
passing judgment on its
difficult work during these These tools can include things
effectiveness.
times. And be sure like previewing related
to reach out for help if assignments or lectures prior  They reach
you feel you need to reading, specific note-taking conclusions (make
assistance with your methods while reading, and inferences) about the text.
mental or physical health ways of thinking about and
(see Maintaining Your organizing the information  They combine their own
Mental and Physical after completing the reading. ideas with the textual
Health for more analysis to synthesize new
Critical reading is effective ideas and insights.
information).
reading taken to the next step,
but now we’re going to talk  Inference
Key Takeaways about how to use those  An inference or co
reading skills to help us write nclusion is an idea
 Critical thinking is logical that is suggested by
about the texts we read.
and reflective thinking the facts or details
Instead of simply reading for
focused on deciding what in a passage.
your own purposes, you now
to believe or do.  A valid
will also read through the inference is a
 Critical thinking involves writer’s eyes, seeking to logical conclusion
questioning and understand the deeper, based on evidence.
evaluating information. interwoven meanings layered To avoid making a
within a text. Critical reading false inference, or
 Critical and creative involves the reader in invalid conclusion,
thinking both contribute grappling with the text— think of VALID.
to our ability to interacting with it.  Step 1: Verify and
solve problems in a variety value the facts.
of contexts. The critical reader digs in and  Step 2: Assess prior
explores a text. They do some knowledge.
 Evaluating information is a or all of the following:  Step 3: Learn from
complex, but essential, the text.
process. You can use the  They analyze the  Step 4: Investigate
CRAAP test to help structure of the piece. for bias. (Bias is an
determine if sources and What kind of organization attitude that is
information are reliable. does it follow? Where is positive or negative
the thesis? What types of toward a subject)
 You can take specific sentences and language  Step 5: Detect
actions to develop and are used? How are the contradictions.
strengthen your critical paragraphs structured?  In many other types
thinking skills. of writing, authors
 They analyze the text use creative
Reading Critically itself, either exploring its expression,
As you take on a broader content or its use of or literary devices,
rhetoric, i.e., the ways the to suggest layers of
range of writing assignments
text uses language to meaning.
in your college classes, it can
make its message  As you have
be helpful to read as a writer, learned, nonfiction
often called reading to write. effective.
writing, such as
 textbooks, states
the author's point.
 Meaning is clear and
Literary Valid Inference
not open to different What Is a Valid Inference?
interpretations. Devices
 However, in many An inference or conclusion is
other types of Table an idea that is suggested by
writing, authors use the facts or details in a
creative expression Literar Mea Exa passage.
to suggests layers of y nings mpl
meaning. These are Device e A valid inference is a logical
known as literary conclusion based on evidence.
comp rolle
devices.
 Creative
ariso r  Many professions,
Expressions: n coas including doctors, strive to
Literary Devices ter. make inferences about our
 By using these health based on
devices, a writer symptoms.
creates a vivid Simile An She
mental picture in  We make inferences every
indire is
the reader's mind. day. For example, after
ct prett
When a creative seeing dark stormy clouds,
comp y as
expression is used, you grab an umbrella.
ariso a
a reader must infer Based on your
n prin
the point the writer observation, you could
using cess.
is making from the infer that it was going to
the
effects of the rain.
word
images.
s like
or as
Valid
Literary Personi Givin The
fication g wind Master readers learn to use
huma howl a VALID thinking process to
Devices n ed avoid drawing false inferences
traits its or coming to invalid
Table to mig conclusions.
thing hty
Literar Mea Exa Step 1: Verify and value the
s that obje
y nings mpl
are ction facts.
Device e
not .
huma Find the facts! Don't confuse
Symbol Some Whit
n the author's facts with their
ism thing e
that stan own opinions. Stick to the
Connot The She factual details.
stand ds
ation of emoti is
s for for Step 2: Assess prior
Words onal the
somet life knowledge.
mean cute
hing and
ing of st
else purit Once you are sure of the facts,
word baby
y. the next step is to draw on
s. on
the your prior knowledge. What
Metaph A Life
or direct is a plan you have already learned can
et.
help you make accurate logically contradict your first
inferences. impression.

Step 3: Learn from the text.

What Is an Invalid Inference?
 When you value and verify
facts, you are learning An invalid conclusion is a false
from the text. inference that is not based on
the details, or facts in the text
 Context clues unlock the
or on rational thinking.
meaning of an author's
use of vocabulary  Two of the most common
pitfalls of making
 Learning about stated and
inferences are ignoring the
implied main ideas trains
facts and relying too much
you to examine supporting
on personal opinions and
details
bias.
 Tone and purpose reveal
 The most critical resource
the author's tone and
must be the written text.
purpose

Step 4: Investigate for bias.

One of the most critical steps

in making a valid inference is
confronting your biases.
For example, if we had a bad
experience with a used car
salesperson, we may become
suspicious and stereotype all
used car salespeople as
dishonest. To make a valid
inference, we must investigate
our response to information
for bias. To do this, note
biased words and replace
them with factual details as
you form your conclusion.

Step 5: Detect contradictions.

Have you ever misjudged a

person or situation or had a
wrong first impression?

Often there is a better

explanation for a set of facts
than the first one that comes
to mind. The master reader
hunts for the most reasonable
explanation. The best way to
do this is to consider other
explanations that could