Frank, K. (2008). Problem-based learning in the literature classroom: Empowering students through literal and metaphorical collaboration. Journal on Excellence in College Teaching, 19(1), 5-36. Request this article through Interlibrary Loan
The author examines how problem-based learning (PBL) and technology may be combined in the English literature classroom in order to inspire various types of collaboration, in order to improve critical reading, thinking, and writing skills by honing research skills; encouraging interdisciplinary study; energizing discussion; enforces connections between class content and students' lives; and establishing learning practices to be used beyond the confines of the classroom and the course term
Harford, M. (2008). Beginning with the students: Ownership through reflection and goal-setting. English Journal, 98(1), 61-65.
The author describes several self-reflective activities to improve students' writing skills in English. She says that she has discovered that methodical goal-setting and routine reflection exercises can result in the most rewarding moments in the classroom.
Hillocks, G. (2010). Teaching argument for critical thinking and writing: An introduction. English Journal, 99(6), 24-32.
This article presents a brief introduction to the teaching of argument using a system of logic that is widely accepted in colleges and universities. The author provides information and an example from a real classroom for teaching logical argument in a complex and effective manner.
Isaacson, E. R. (2013). Step-dame study's purpose: Early modern literature and critical thinking. CEA Forum, 42(1), 71-98. Request this article through Interlibrary Loan
In this article, the author first considers the role the humanities play in the teaching of those core skills of critical thinking, one of the more practical aspects of the humanities.
Jackson, B. (2010). Teaching the analytical life. Composition Studies, 38(2), 9-27.
The author argues that instructors must be more explicit about what they think students should get out of analysis to make it more likely that students will transfer their analytical skills to different settings
MÖLLER, K. J. 1. (2012). Developing understandings of social justice: Critical thinking in action in a literature discussion group. Journal of Children's Literature, 38(2), 23-36.
This study takes a critical emancipatory approach to literature discussions by illustrating the power of multicultural literature with social justice themes to encourage reflection on worldviews.
Moore, T. J. (2011). Critical thinking and disciplinary thinking: A continuing debate. Higher Education Research & Development, 30(3), 261-274. doi:10.1080/07294360.2010.501328
A study that investigated ideas about critical thinking across three disciplines: Philosophy, History and Literary Studies. Argues that a more useful conception of critical thinking is as a form of 'metacritique' - where the essential quality to be encouraged in students is a flexibility of thought and the ability to negotiate a range of different critical modes
Parker, J. (1999). Thinking critically about literature. Teaching in Higher Education, 4(4), 473. Doi: 10.1080/1356251990040404
This paper considers how best to harness the teaching situation and the texts studied to induce critical thinking about literature. It offers a cycle of response, reflection and consideration of cultural and generic comparative material as leading to critical reading.
Smith, C. H. (2010). "Diving in deeper": Bringing basic writers' thinking to the surface. Journal of Adolescent & Adult Literacy, 53(8), 668-676.
This essay examines the problem of defining critical thinking and demonstrates how critical thinking is less a determinable process or set of procedures than a constellation of attitudes, habits of mind, role relations, and participation motives
Sofinski, B. A. (2008). Po? pow? what! A class project to study linguistic variation in english. Inquiry, 13(1), 65-73 Request this article through Interlibrary Loan
This article explains how a final class project in an American Sign Language course teaches teamwork, critical thinking, and research methodology.
STOB, P. (2013). No safe space: James arnt aune and the controversial classroom. Rhetoric & Public Affairs, 16(3), 555-565.
The article discusses the teaching methodology within the classrooms of the Texas A&M University professor of rhetoric James Arnt Aune. Particular focus is given to Aune's ability to engage his students in critical thinking.