The passage discusses critical thinking and provides definitions from several sources. Critical thinking is defined as carefully examining and evaluating observations, communications, and arguments in an analytical and discerning way. It involves interpreting and making judgments about opinions and different perspectives rather than just finding fault. The passage also discusses identifying biases that can influence how opinions are evaluated and provides tips for identifying the main issue and conclusion in presentations to think critically.

1. Critical Thinking
Getting the Basics Right
Chanella Zenaida Cubbins, Academic Coordinator ELS
CLIL Training Demo Teaching
April 2012

2. Vocabulary focus
He’s always criticizing my weight!
I can’t stand his negative attitude!
According to Dr. McKenzie, Helen’s conditional is
critical.
Poor Helen! She may not make it.

3. Verb or Noun?
“The art of thinking about your thinking
while you are thinking in order to
make your thinking better: more clear,
more accurate, or more defensible.” 
Paul, Binker, Adamson, and Martin (1989)

4. More Definitions
“Reasonable, reflective thinking that is focused on
deciding what to believe or what to do."
Robert Ennis
“Critical thinking is the skilled and active
interpretation and evaluation of observations and
communications, information and argumentation.”
Fisher and Scriven (1997, p.21)

5. Vocabulary Focus
First, let’s take a look at the word “critical”.
“Critical” commonly has the connotation1 of finding
fault in a negative way.
1
Instead of the explicit (denoted) meaning, the connoted meaning
is suggested or implied.
For example, the word “mother” means “female parent,”
but it generally connotes love, care, tenderness, etc.

6. What is Critical Thinking?
Evaluating & interpreting
verbal (spoken) and written expressions
– e.g. opinions, arguments, observations, etc. –
in an analytical1 and discerning2 way.
1
analytical – logical, well-organized, step-by-step
2
discerning – having good judgment; perceptive

7. A Few Observations
We all have our own biases that influence how we
view the opinions of other people.
Let’s take a moment to and try to identify
some of the common causes / reasons that
influence our biases. (work in groups/pairs)

8. Decision-making task
You were in a horrendous accident. Only your brain
survived. It is sitting in a jar waiting to be transplanted.
The doctors have three bodies available to you and you
must choose one of the options .
1. You can be placed in a stunningly attractive body.
Heads will turn as you walk by.
2. You can be placed into a somewhat unattractive body,
but it is the body of a multi-millionaire. The millionaire's
estate will recognize you as the true millionaire, giving
you ownership of all assets.
3. You can be put into the body of a rather unattractive
person. In the process, however, for this body only, it is
possible for the doctors to increase your intelligence
level to 180 (genius).

9. Things to think about
How might these biases affect us with regard to
evaluating opinions – whether or own opinions, or
those of others?

10. Points to remember
The first question to ask when presented with
someone’s opinion is:
What’s the main issue?
Other ways to ask this question:
What’s the main point?
What’s the point in question?

11. Finding the issue
How can we identify the issue?
1. The speaker / author may explicity identify it.
2. Look at the speech / written work as a whole.
What does everything point to / address?
3. What is the conclusion?

12. What is the conclusion?
Finding the conclusion is important, because this is
what the speaker wants us to accept and believe.
Ask yourself, “What is the speaker trying to prove?”

13. Conclusion or not?
A cup of coffee is the best remedy to keep one from
falling asleep.
Contrary to popular belief, doctors have proved that
an apple is far more effective in keeping one awake
than a cup of coffee.

14. If someone makes a claim that something is true
or something should be done – without giving any
support, this is what we call an opinion.
It is not a conclusion.

15. How to Identify the Conclusion
Identify the issue
Look for key words:
Therefore Consequently Thus
It follows that This proves that
Here’s the point. The truth is…
Look at the beginning and end
Sometimes conclusions are implied. Ask yourself,
“So what does the speaker want me to believe?”

16. Identify the Issue and Conclusion
Home schooling is a good idea for parents who are
well-trained and patient, and for who parenting is a
full-time job. However, the truth of the matter is that
few parents have this ability.
Parents sometimes pull their kids out of school for the
wrong reasons, e.g. discipline issues. Such motivation
predicts a poor outcome if the child is home-schooled.
Who monitors the parents to make sure they fulfill
their duties? If these children do not get the education
they need, it is harmful to society.

17. Identify the Conclusion
The conclusion is in the second sentence:
However, the truth of the matter is…
Conclusion:
Most parents are not capable of home schooling.

18. A quick check – have we done
all of this?
• John Chaffee in The Thinker's Guide to College Success defines thinking critically
as "carefully examining our thinking (and the thinking of others) in order to
clarify and improve our understanding." He suggests providing students with
practice and guidance in the five activities listed below:
• Thinking Actively by using our intelligence, knowledge, and skills to question,
explore, and deal effectively with ourselves, others, and life's situations.
• Carefully Exploring Situations by asking--and trying to answer--relevant
questions.
• Thinking for Ourselves by carefully examining various ideas and arriving at
our own thoughtful conclusions.
• Viewing Situations from Different Perspectives to develop an in-depth,
comprehensive understanding.
• Supporting Diverse Perspectives with Reason and Evidence to arrive at
thoughtful, well-substantiated conclusions.