Dlugos, P. (2003). Using critical thinking to assess the ineffable. Community College Journal of Research and Practice, 27(7), 613-629. doi: 10.1080/713838219
Explores ways in which conventional assignments can be modified and expanded to include critical thinking and writing vis-a-vis the main concepts of the course. Argues for engaging students' pre-existing ideas in order to incorporate new ideas into class content.
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
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.