Critical Writing

Critical Writing

Critical writing is defined by Cain & Laird (2011) as “writing for the purpose or organizing, clarifying, defending, analyzing, dissecting, connecting, and/or expanding on ideas or concepts [sic]” (p. 81). In any classroom, it is the least observed element of the Fundamental Five.

The benefit of critical writing in every class, not just English, is that it “[sic] requires the learner to take a subconscious idea, expand on that idea, connect it to other subconscious ideas, and bring that to the conscious level through the tangible act of writing” (Cain & Laird, 2011, p. 82). According to Cain & Laird (2011), it can come in the form of “[sic] a simple list, a short comparison paragraph, a quick summary, a mind map, purposeful note taking, a written exit ticket, or even a formal essay or term paper” (p. 83).

Among the benefits of critical writing is students’ better understanding of the content. Also, critical writing increases students’ literacy skills. In addition, it is a source of formative assessment. According to Cain & Laird (2011), “During the critical writing activity, the student is able to identify gaps in his or her learning, questions he or she wants to ask, and/or insights he or she has developed” (p. 90).