Critical Writing and Intertextuality in the EFL Classroom Zohra Merabti & Dr. Halima Benzoukh, Kasdi Merbah University Ouargla, Algeria The Fifth Annual International Conference on Languages, Linguistics, Translation and Literature 2-3 February 2021, Ahwaz For more information, please visit the conference website: WWW.LLLD.IR

1. Department of Letters and English Language- Kasdi Merbah University- Ouargla.
Algeria

2. Outline
 Introduction
 Motivation
 Objectives
 Critical Writing
 Critical Writing vs Descriptive Writing
 Writing Arguments
 Critical Reading and Thinking as Underpinnings of Critical Writing
 Intertextuality as a Schemata Building for Critical Writing
 Conclusion
 Bibliography

3. Introduction
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Writing, as a complex cognitive skill, needs extensive and intensive
practice.
Critical writing in EFL classrooms reveals the learners’ critical
thinking and perception.
Since intertextuality is a way of linking texts’ meanings and
perceiving them, it is regard as an approach to produce new discourses.
Thus, making connections between texts can enhance the learners
critical reading and thinking which are the underpinnings of critical
writing in the EFL context .

4. Motivation
Critical writing is a significant skill in academia.
It is a way to argue different topics and issues.
In EFL classes, learners need to write their perception critically;
so that, it is very important to enhance this skill.
Intertextuality approach is a way to read critically others’
discourses and make a relationship between them.
For that reason, it can enhance learners critical thinking. The
latter, in its turn can aid in improving their critical writing.

5. Objectives
To cast light on some perspectives
concerning the critical writing, as an
important skill in EFL contexts. It Sheds
light on its nature, characteristics and its
relation with intertextuality in EFL
classes

6. Critical Writing
Critical
Writing
Using information to
argue a point of view
or prove it
Evaluating and
Interpreting a
topic
Claim
The main idea
that is
supported by
facts

7. Critical Writing vs Descriptive Writing
Critical Writing Descriptive
Writing
Challenging and Risky
Reason Others’
Arguments
Comment upon positive
and negative aspects
Match between
Arguments
Describing superficial
characteristics
Passive skill
Absence of analysis and
discussion

8. Writing Arguments
Writing
Arguments
Issue (Arguable topic)
Claim (Thesis statement)
Clear Evidence
Opposing Arguments

9. Critical Reading and Thinking as Critical
Writing Underpinnings
Critical
Writing
Critical
Thinking
Critical Reading
●Attentive Reading
● Selecting Important
Ideas
● Noticing Key terms
● Writing Personal
Response
●Prevents learners from
misleading and
unreasonable arguments
●Enhances learners’
critical writing with the
awareness of others’
arguments

10. Intertextuality as a Schemata Building for
Critical Writing
Foundation Metaphor for the Schema Building Process (Armestrong & Newman,
2011, p : 10).

11. Foundation
Metaphor in
EFL Classes
Intertextual
Reading
Link a topic to
existing knowledge
Construct a mind
map of the issue
Make connections to
prior knowledge and
experience

12. Conclusion
 Critical writing is a key concept in academic contexts.
 Critical writing, therefore, shifts learners from listing
information to arguing and analyzing them.
 Reading multiple kinds of texts and making a link
between them can develop learners perception of
information as well as their production of new texts.
Interextuality, since it is an approach of
comprehending and producing new discourses, aids in
creating a cognitive map that learners need in order to
write critically their own texts

13. Bibliography
Allen, M. (2005). Smart thinking: Skills for critical understanding and writing (2nd
Ed.). Oxford: Oxford Press University.
Anker, S. (2010). Real writing with readings: Paragraphs and essays for college, work,
and everyday life (5th Ed.). Boston & New York: Bedford/ST. Martin's.
Armstrong, S.L., & Newman, M. (2011). Teaching textual conversations: Intertextuality
in the college reading classroom. Journal of College Reading and Learning, 41 (2), 6-21.
Barnet, S., & Bedau, H. (2014). Critical thinking, reading, and writing: A brief guide to
argument (8th Ed.). USA: Bedford/st. Mratin’s.
Bassham, G., Irwin, W., Nardone, H., & Wallace, J. M. (2011). Critical thinking: A
student's introduction (4th Ed.). New York: The MacGraw Hill Companies
Bean, J. (1998). Engaging ideas. San Francisco: Jossey Bass Publishers.
Cottrell, S. (2005). Critical thinking skills: Developing effective analysis and argument.
New York: Palgrave Macmillan.
Crème, P., & Lea, M. R. (2008). Writing at university: A guide for students (3rd Ed.). UK
and USA: Open University Press.

15.  Miss Zohra Merabti
 Email: merabti.zohra@univ-ouargla.dz
 Dr. Halima Benzoukh
 Email: benzoukh.halima@univ-
ouargla.dz