sat critical thinking

Cliff's Notes
What is the Critical Reasoning section of the SAT like?
How can banks afford to lend out so much money?
What should I consider when deciding whether to invest in a company?
Who was the first female Senator in the United States?
What are the best courses to take if I want to end up doing research in metaphysics?
A friend of mine told me that my favorite TV show jumped the shark." What does that even mean?"
There is a new guy at my school and I think he's cute, funny, and sweet, but he's really shy. I want to ask him on a date, but I'm not sure if I should, and if I should, how?
How do you know a guy likes you?
How much outside class study time is recommended for every hour of class time for college freshmen?
Is it common for people to be scared to go into high school? Can you give me some tips to survive?
What is the easiest foreign language to learn? Which foreign language looks the best on college applications?
How do I get involved in classroom discussions without sounding stupid?
What is organizational design?
Will mentioning my race in my college essay increase my chances of getting in?
Is my summer vacation to Italy a good topic for my college essay? (I have pictures, too.)
How do I pull together all the notes I've taken to study for a test?
To study better, I want to get organized with some of the stuff I see advertised. What should be on my shopping list?
What does it mean to live in a credential society?
What kind of careers are available for someone with a degree in English?
What can I do if I think my teacher gave me the wrong grade?
How do I choose a college major?
I have too many projects and not enough hours in the day. Is 8 hours of sleep really that important?
How do I choose a topic for a personal essay?
What tips can you give me for studying for a test on something I've read?
How do I write a good research paper?
How can I highlight my textbooks efficiently?
How do I convince my parents to spend a few extra bucks to upgrade from a dial-up connection to broadband like a cable modem or DSL? They say I have to give some benefits for spending extra.
What do you do when you're lost; when you can't concentrate and have lost your will to succeed? How can you get back on track?
Is homework important?
What is your opinion of the rise of virtual actors and the fall of live ones, what do you think about virtual actors taking the place of live ones?
My mom and my friends say I should quit doing something [swimming, tennis, violin, honors classes], but I love all the things I do. What can I do?
I started my first job a couple weeks ago (just for the summer). Do you have any tips for getting along with everybody at work?
Is it still important for people who develop Web pages to know HTML? If so, why?
When I am making a speech or a presentation in front of the class, my face or body automatically shivers. My voice gets weird also. How can I stop it?
I want to finish high school in 3 years instead of 4, but I am not sure it is a good idea. What do you think?
What are some occupations involving astronomy?
If I'm going to college for a degree in art, are all of my other classes even worth taking?
Are your freshmen grades important to get into college?
Is Johns Hopkins University a medical school? How long do I have to spend in a medical school to become a doctor?
For Milton Friedman, what are the social responsibilities of business?
What is The Fed and is it good or bad?
What is a Ponzi scheme?
What are the advantages and disadvantages of Gross Domestic Product?
What is full employment and why is it difficult to measure?
What's a recession?
What is economics?
My parents and I are looking to buy a car for me I am 17 and I will be added to my parents insurance What cars have the lowest insurance rates but are still cool to drive
What is marketing?
Can you explain to me the impact money will have on the future (or my future. I am 16 years old)?
Are there any Spanish words bearing even a minute similarity to the name Peter? Not a name, but any word that is in any way similar to Peter.
Who led American efforts in Paris to gain French support during the American Revolution?
I need help locating a Web site that has pronunciation of the Spanish alphabet. For example, in English we sing", A, B, C, D, E, F, G . . .etc. Where can I find the Spanish alphabet?"
I know that there is no elision with French possessive adjectives. So what's the deal with: Qui est ton artiste favorite ?
Iâ€™m taking Spanish and need some good ways to study for tests. Do you have any tips?
In Spanish how do I know when to use de, del, a and al?
I'm going to be starting a new foreign language, and I'm not sure which language to take: French or Spanish. I know some French, but only greetings. Which do you think?
What is the term for when the Congressional majority represents the opposite party of the President?
Where in the U.S. Constitution are health and property mentioned?
To what extent did the Cold War shape the American domestic life of the 1950s?
The 10th Amendment does what?
How did the United States respond to Communist revolutions in Cuba and Nicaragua?
Which U.S. presidents also served in the House of Representatives?
What does the FCC regulate?
Who were the major political players during the Reagan Administration? Who helped shape President Reagan's legacy?
Who was the first Secretary of State for the United States?
Do prisoners deserve to be educated?
The death penalty has always interested me. What are the different ways you can execute someone without it being cruel or unusual?
Who were the major congressional participants in developing Social Security legislation?
With so many delegates speaking so many different languages, how does the United Nations get anything done?
I love watching TV court shows, and would enjoy them more if I understood some of the legal jargon, like ex post facto. What does that mean?
What is habeas corpus, and where is it guaranteed by law?
Where is the establishment of religion clause in the U.S. Constitution?
What's the point of making texting while driving illegal?
Have social conservatives captured the Republican Party?
Why are Republicans (or those who favor capitalism) called the right" or "right-wing" and Democrats (or those who favor social issues) called the "left?""
Who were the War Hawks?
What are the differences in the ways the House and the Senate conduct debates on a bill?
What is WikiLeaks?
How long do oral arguments last in Supreme Court cases?
What do you think are some reasons why the President was given almost unlimited military powers? What are some possible positive and negative effects resulting from the scope of the President's military power?
Why is the United States government so worried about North Korea?
Did Abraham Lincoln's Emancipation Proclamation actually free any slaves?
How were U.S. Senators originally chosen?
What changes in American society have created new issues for the government to address?
What was the Tweed Ring?
What do you think secret service for the Obama girls is like? Is there a dude with a gun and stuff sitting next to them in class? Wouldn't that make it hard for them to concentrate?
How many representatives does each state have in the House of Representatives?
What is the difference between the Senate Majority/Minority leaders and the Senate Whip?
How are justices to the U.S. Supreme Court elected? Is this a good or a bad thing?
What type of education do you need to become Speaker of the House?
I heard a rumor that if you modify the photo by at least 10%, it doesn't matter if it's copyrighted and you can use it however. Is that true?
What do security and infringed mean in the Second Amendment to the U.S. Constitution?
What did Abraham Lincoln mean by A house divided against itself cannot stand"?"
Who is the only U.S. President who never won a nationwide election?
What is the current law on compulsory vaccinations in the U.S.? Are there any exceptions for people who don't want to get vaccinated?
After the stock market crash, how did President Hoover try to help the economy?
My economics teacher said something about stagflation , what is that, exactly?
How do interest groups play a role in American government?
Has Thanksgiving always been on the same day?
Can someone who's not a Republican or Democrat win an election?
What can you tell me about the 1976 presidential election?
The Electoral College — can anyone apply?
How do lobbyists influence public policy decisions?
What happens if the president doesn't like a piece of legislation?
What are the legal elements of a crime?
How did the Whiskey Rebellion change people's perception of federal laws in the United States?
How do federal judges get their jobs?
If you are dressed to conform to an informal, verbal dress code but a different, written dress code is enforced and you get in trouble, do you have a First Amendment right to challenge it? My teachers enforce the dress code inconsistently.
How does the CIA recruit people? What types of majors do they typically target?
What is the importance of the Declaration of Independence? Why would the founders of our country need to declare" their freedom? Why is it so important today?"
What is Presidential Veto Power?
What is the purpose of government, and how does a bill become law?
Is there a way, other than retiring, to get out of the Supreme Court (such as being dismissed)?
When did the pocket veto start?
Who would serve as the new president if both the president and vice president resigned?
What was the difference in history between the Middle Ages (Medieval Times) and the Renaissance?
What's a Congressional Page and how do you become one?
Differences Between Public Universities and Private Schools
Entering College Without a Major in Mind
Figure Out Your College Preference
Freshman Dorm Life: Choosing a Roommate
Gain an Edge with Community Service
Apply to College Online
Approach AP Essay Questions with Ease
Choose the Right Dorm
Choosing a College: The Importance of the Campus Tour
Choosing Between a Large or Small College
Get a Clue about Community College
The College Admissions Interview
Get College Info from People around You
Getting Into College: Letters of Recommendation
Getting the Most from Your High School Guidance Counselor
Going to College When You Have a Disability
How College Applications Are Reviewed to Determine Acceptance
How Many Colleges Should You Apply To?
Keep Track of Test Time: Exam Calendar
Know What Colleges Are Looking For
Know Which Exam's Right for You
Pack Your Bags for SAT* Exam Day
Plan Wisely for Campus Visits
Planning High School Summers with an Eye toward College Admissions
Prepare for the Revised SAT*
Put Together a College Admission Timeline
Read the Right Stuff for the AP* English Literature Exam
Save Yourself from Senioritis
Start Earning College Credit Early
Student Diversity as an Important Factor in Considering Colleges
Taking a Year Off between High School and College
Take the Right High School Classes to Get into College
Technology and the College Application Process
Understanding Subject Tests and College Admissions
Understanding Your Academic Average and Class Rank
Weighing One College's Degree Program against Another
Write a College Admissions Essay
What Are College Early Action Admissions Plans?
What Are College Early Decision and Regular Decision Admissions Plans?
What Are College Rolling Admissions Plans?
Where Can I Find Info to Compare Colleges?
Find Out about Federal Student Aid
Filling Out the FAFSA
Get to Know the CSS Profile Form
Getting Financial Aid Information at School
How to Consolidate Private Student Loans
Avoid Negotiating with Financial Aid Offers
Avoid Scholarship Scams
Borrow for College without Going Bust
Building a Budget after College with a Financial Diary
Consider the Federal Work-Study Program
Considering a PLUS Loan
Deal with the FAFSA
Dealing with Private Student Loans during Financial Hardship
Debunking Some Common Myths about Financial Aid
How to Gather Information on Your Private Student Loans
The Differences between Scholarship and Student Loan Payouts
The Federal Pell Grant System
Loan Forgiveness of Your Student Loans
Negotiating Rent on an Apartment
Organize Student Loans with a Private Loans Chart
Overpaying on Student Loans for Quicker Payoff
Places You Might Not Think to Look for Scholarships
Put "Sticker Price" in Perspective
Student Loan Deferments and Forbearance
Try to Sweeten Your Financial Aid Package
Transfer Private Student Loan Debt to Low-Rate Credit Cards
Understanding Repayment Periods on Private Student Loans
What Happens If You Miss a Student Loan Payment?
After the Rush: Pledging a Sorority
Avoid Alcohol and Drug Temptations
Back to School Considerations for Adult Learners
College Professors Appreciate Good Behavior
Consider Studying Abroad
Deal with the Roommate Experience
Decide if the Greek Life Is for You
Decide on a Major
Find Yourself a Used Car for College
Fit Sleep into Student Life
Freshman Year Extracurricular Goals
Get By on a Limited Cash Flow
Get Creative for Summer after College Freshman Year
Get the Hang of the Add/Drop Process
Get with the Program: Internships, Work-Study, and Service Learning
How to Evaluate Campus Life during a College Visit
Job Shadow to Explore Careers
Key In to Effective Study Habits
Maintain Your Mental Health
Make the Most of Taking Lecture Notes
Pack Up for College
Prepare for College Instructor/Student Expectations
Put Together a Bibliography or Works Cited
Research on the Internet
Rule Out Academic Dishonesty
Say No to Dating College Friends' Siblings or Exes
Student Teaching: Test Drive Your Career in Education
Taking a Gamble: Gaming on Campus
Transferring from Community College to Four-Year Institution
Understand Types of Research Material
What to Expect from Sorority Rush
Work at a Part-Time Job
Write a Top-Notch Research Paper
Why do some critics want the 22nd Amendment repealed?
What is guerrilla warfare?
Years ago I learned that our national highway system has built-in runways for emergency landing strips. Is this still true?
What newspapers did Frederick Douglass write for?
I know that the days of the week are all named after Norse or Roman gods or the sun and moon, but I can't figure out what Tuesday is named for. Do you know?
Can you give me a brief history of Prussia?
Who were the Ottomans?
Who discovered oxygen?
What have been the major Israel and Arab conflicts since World War II?
1What does the cormorant (bird) symbolize in mythology?
How did Peter I of Russia come to power?
What can you tell me about Kwanzaa?
What is the Alma-Ata declaration?
I've heard that in some countries, everyone has to sign up for the military between high school and college. Is that true?
How were women treated in Ancient Rome?
What is the history and meaning of Turkey's flag?
How are justices to the US Supreme Court elected Is this a good or a bad thing
How did ounce come to be abbreviated as oz.?
Why did Cromwell dissolve the first Protectorate parliament?
Why does The Great Depression end when the United States enters World War II?
What place did the underworld have in Egyptian mythology?
Can you explain Lincoln's Gettysburg Address in words that a teen can understand?
Who was the most famous mathematician?
Where did Christopher Columbus land when he reached the Americas?
Who had control of more states during the American Civil War, the North or the South?
How did Zeus become ruler of the Greek gods?
Why does Santa Claus have so many names â€” Santa Claus, Saint Nicholas, and Kris Kringle?
What is antidisestablishmentarianism?
What is Leningrad known as today?
Who were the leading figures in the Classical period of music?
Why didn't the Pope allow Henry VIII a divorce, and who was Catherine of Aragon's relative who came and held siege?
Who wrote, A man convinced against his will is of the same opinion still"?"
Was the Spanish Armada large, and did its crews have notable sailing skill?
What was the cause of the War of Spanish Succession?
What is the song Yankee Doodle Dandy" really about?"
What's the story of the Roanoke colony?
How does history reflect what people were thinking at the time?
My teacher says there's more than one kind of history. How can that be?
What were the turning points in World War II?
We just started studying Spanish exploration in North America. What makes it so important today?
What was it like for women in the 1920s?
Have Americans always been big on sports?
Who invented baseball?
What did American Indians have to give up for pioneers?
How did imperialism spread around the world?
How did Imperialism in India come about?
What's the big deal about Manifest Destiny?
How did the Tet Offensive affect public opinion about the Vietnam War?
Why did Christian Lous Lange deserve the Nobel Peace Prize in 1921?
Where do the four suits in a deck of cards originate? What do they represent?
What was the Roe v. Wade trial?
Who is Constantine?
I need to know some info on the Monroe Doctrine. I have looked everywhere but I still can't find any information. Can you PLEASE help?
Where did the chair originate from? I was sitting on one the other day and it said Made in China," but where did it first come from?"
What kind of cash crops did they grow in the South in early America?
Everyone talks about how enlightened the Mayans were, but what did they really do?
What caused the fall of the Roman Empire? Did Christianity play a role?
What was the reason for the downfall of the Russian Empire in 1917?
What prompted slavery? Why were the Africans chosen for enslavement?
How did World War I start and end?
What is The Palestinian Conflict?
I don't really understand the French Revolution. What started it, and what stopped it?
What was the doctor's diagnosis of Helen Keller when she was a baby?
What is the Trail of Tears?
When speaking about Native Americans, what is the difference between an Indian tribe and an Indian Nation?
What happened during the Boston Massacre?
What was sectionalism in America before the Civil War?
How did the U.S. attempt to avoid involvement in World War II?
What is Ronald Reagan's Tear down this wall" speech about?"
Can you describe the United States policy of containment and show an example of an event when the policy was used and why?
How many countries are there in the world?
What did Columbus do besides sail to the New World?
My history teacher said that if your religious denomination isn't Catholic, than you are a Protestant. Is she right?
Do you think that Mormons are Christians? What is the full name of the Mormon Church?
What principles of the Belmont Report were violated in the Tuskegee Syphilis Study?
What is the size of Europe in square miles?
The United States was given the right to establish naval bases in the British West Indies during World War II by the British Government in exchange for what?
How were the Crusades a turning point in Western history?
10 Things You Need to Know about College (but Probably Don’t)
Top 7 Secrets of College Success
Heading Off for College? 10 Must-Do's
What does impertinent mean (from The American )?
I know that the verb pluck means to pull out or pull at, but what's the definition when used as a noun?
Which novels would you recommend to 15-year-olds on the theme of places and forms of power?
In The Pearl, why didn't John Steinbeck give the pearl buyers identifying names?
In the play, The Crucible , why would Arthur Miller include the Note on Historical Accuracy?
What is perfidy (from Sister Carrie, by Theodore Dreiser)?
Is being pedantic a good or bad thing?
Is a termagant a type of seabird?
What is ichor (from The Iliad )?
In The Hunger Games, why did Cinna choose to be the designer for District 12?
Is a rivulet really a river, only smaller?
Charles Dickens has this person called the beadle" in lots of his books. Is that like a nickname for a man with buggy eyes or something?"
In Brave New World, why are family words like father and mother viewed as obscene?
What is the main tenet of stoicism?
What's the meaning of obsequious (from Theodore Dreiser's urban novel Sister Carrie )?
Where are the Antipodes (from Much Ado about Nothing )?
What is a truckle bed (from Romeo and Juliet )?
What does truculent (from Great Expectations ) mean?
If someone inculcates you, should you feel insulted?
What does the phrase Ethiop words" mean in Shakespeare's As You Like It ?"
I was chatting with a neighbor who said I was quite garrulous . Nice or mean?
What does laconic mean?
At a restaurant famous for its rude servers, a waitress told me to lump it" when I asked for another napkin. Can you tell me about that phrase?"
What does urbane (from Daisy Miller ) mean?
I thought necro had something to do with being dead. So, what's a necromancer ? Sounds creepy.
In The House of Mirth, this guy named Gus Trenor is eating a jellied plover." Is that some kind of doughnut?"
What are some well-known novels whose titles are quotations from Shakespeare?
In Orwell's 1984, what does the opening sentence suggest about the book?
Understanding the literary genre Magical Realism
What's a prig?
I asked my granddad if he liked his new apartment and he said, It's all hunky-dory, kiddo." What did he mean?"
What does mephitic (from Man and Superman ) mean?
I hate finding typos in books. Here's one I've seen several times: jalousies instead of jealousies.
On the second week of my summer job at a bookstore, my boss handed me an envelope with what she called my emoluments. Looked like a paycheck to me, though.
In To Kill a Mockingbird, what are some examples of the characters having courage?
What's cud? I was once told to stop chewing my cud and get back to work.
What can you tell me about the word patois from The Awakening ?
What are thews (from Ivanhoe )?
What does pot-shop (from The Pickwick Papers ) mean?
Are all dowagers women?
If someone is the titular head of a political party, does it mean they have all the power?
The word flummox confuses me. What does it mean?
Somebody told me I looked pasty. Does that mean I've eaten too many sweets?
I started taking private bassoon lessons. When I arrived at my teacherâ€™s house, he told me to wait in the anteroom. I wasnâ€™t sure where to go.
Is anomalous the same as anonymous ?
I know that a fathom is a unit of measure used by sailors, but how long is a fathom?
What is a joss (from Victory, by Joseph Conrad)?
What does eschew (from The Pickwick Papers ) mean?
What does excrescence (from The Call of the Wild ) mean?
What does the word covert mean?
In Shakespeare's Sonnet 125, what is an oblation ?
In Moby-Dick , what does vitiate mean?
In War and Peace , what does bane mean?
In Jane Eyre , what are chilblains ?
Does mendacious refer to something that is fixable (mendable)?
Is kickshawses one of those weird words that Shakespeare coined? What does it mean?
You say in CliffsNotes that In Cold Blood was Truman Capote's undoing. How?
What is renege , in Shakespeare's Antony and Cleopatra ?
What is maxim ? I think it's a female name but I'm not sure.
Last Valentine's Day, this guy I barely know gave me a rose and said something about ardent love. What does ardent mean?
In Act I, Scene 1, of King Lear, what does benison mean?
What kind of literature is a picaresque novel?
What does culpable mean?
What's a cenotaph ? Every Veterans Day, I hear about the Queen of England laying a wreath at the Cenotaph in London.
What does gallimaufry mean in The Girl with the Dragon Tattoo ? My vocabulary is pretty good, but that one has me stumped!
What does it mean to genuflect ?
Someone told me I was looking wistful. What is wistful ?
In David Copperfield, what does superannuated mean?
Does the word syllogism have something to do with biology?
I see the word benefactor a lot in my reading assignments. Is that somebody who benefits from something?
I found a funny word in The Glass Castle. Where did skedaddle come from and what does it mean?
Does sinuous mean something like full of sin"? I saw the word in The Devil in the White City ."
In Upton Sinclair's The Jungle, what is the meaning of the word propaganda ?
What are characteristics of Modernist literature, fiction in particular?
What does my brother mean when he says he's too ensconced in his studies to look for a girlfriend?
My grandpa complained about a bunch of politicians making what he called chin music . Did he mean they were in a loud band?
What is melodrama?
In Dracula, what's a missal ?
In the terms abject poverty and abject misery, what does abject mean?
In Moby-Dick, what does craven mean?
What does cicatrize mean?
What is a noisome smell" in Tolstoy's War and Peace ?"
What is an apostasy, from the George Bernard Shaw play, Man and Superman ?
In Jane Eyre, what's syncope ?
I just read Dracula. What's the forcemeat in Jonathan Harker's journal?
Can the word stern mean more than one thing?
Where is Yoknapatawpha county?
What does smouch mean?
I'm supposed to write a comparison of Hektor and Achilles from Homer's The Iliad, but I don't know where to start.
How do you pronounce quay ? And what does it mean, anyway?
What are some examples of paradox in the novel Frankenstein ?
In Ivanhoe, what does mammock mean?
What does rummage mean?
Is a mummer some type of religious person?
Some guy I don't like told his friend I was acting all demure. What does that mean?
When I complained about our cafeteria food, my biology teacher told me he wished they'd serve agarics. Was he talking about some kind of dessert?
Where did the name Of Mice and Men come from?
What genre would you consider the book, The Outsiders ?
In Fahrenheit 451, why would a society make being a pedestrian a crime?
What does the phrase, a worn-out man of fashion" mean from Jane Eyre ?"
Is sagacity a medical condition?
My teacher told me I was being obdurate. Was that a compliment?
What motives inspired Iago to plot revenge against Othello?
Who was the first king of Rome?
What does enervate mean?
What is a parvenu ? I saw the word in William Makepeace Thackeray's book Vanity Fair.
Is salubrity somehow related to being famous?
Do capers have something to do with cops?
What's the difference between a soliloquy and a monologue?
In A Portrait of the Artist as a Young Man, James Joyce uses the word pandybat . What's a pandybat?
Does the word inexorable have something to do with driving demons out of a person?
Do people who prognosticate have some sort of special power?
What is a hegemony, from James Joyce's Ulysses ?
What are fallow fields ? I'm a city gal who heard the term at a 4-H fair and just read it in Anna Karenina.
What's the difference between parody and satire?
Lord of the Flies uses the word inimical. What does it mean?
What does dreadnaught mean, as itâ€™s used in Bleak House?
I saw vertiginous in Madame Bovary. What does mean the word mean?
What does overweening mean, in Don Quixote by Miguel de Cervantes?
Can you hear a dirge anyplace but a funeral?
Does imperturbable refer to something you can't break through?
What are the seven ages of man?
What is a chimera , in Jane Eyre by Charlotte BrontÃ«?
What's dross ?
What is an injunction ?
For school I had to make a Napoleon hat, which called for a cockade. What is that?
If someone studies assiduously, does it mean they're working really hard or really slowly?
Define mood as it relates to a work of fiction. Distinguish mood from effect.
My sister calls me the Princess of Prevarication." What's prevarication ?"
What's turpitude, as in moral turpitude"?"
What's the definition of tenebrous ?
This biography I'm reading about Queen Victoria says that she refused to remove the hatchment she had for her husband Prince Albert. What does that word mean?
What does sine qua non mean?
What's lugubrious mean?
What's impugn mean, from Ivanhoe?
What does postprandial mean?
I love reading fashion magazines and occasionally come across the word atelier. What is that?
What does King Lear mean when he says that ingratitude is a marble-hearted fiend"?"
What is celerity , from Ivanhoe ?
In Mary Shelley's Frankenstein , what are disquisitions ?
What's shrive ? My neighbor said she's been unshriven for years, but I think her skin looks quite shriveled.
What's a dobbin ?
What's polemic ? Over winter break, my uncle told me I was polemic and asked if I was on the debate team at school.
I came across a list of homonyms: mu, moo, moue . I know mu is Greek for the letter m , and moo is the sound cows make, but what's a moue ?
What does trow mean?
In Far from the Madding Crowd , what does cavil mean?
What does Charles Dickens mean when he says â€œtoadies and humbugsâ€ in his book, Great Expectations ?
Where can I find the word naught in The Scarlet Letter ?
I found an old diary from the 1800s where the writer describes how he almost died but was saved by a sinapism . What is that?
I know what mulch is, but what's mulct ?
When our teacher was introducing the next reading assignment, he said we'll be using the unexpurgated version. What did he mean?
For some reason, the word dingle sticks in my head after having read Treasure Island years ago. I never did discover what it meant. How about it, Cliff?
In Dracula , what's stertorous breathing?
What does philippic mean?
I'm usually pretty good at guessing what words mean, but have no clue about exigence . What is it?
What's doughty ? How do you pronounce it?
What's sharecropping? I'm kind of embarrassed to ask, because it's one of those words everyone assumes you know what it means.
I'm working on my summer reading list with Kafka's The Trial. The very first sentence uses traduce , and I don't know what that means.
What does the cormorant (bird) symbolize in mythology?
I saw the word badinage in the book Uncle Tom's Cabin . Do you think that's a typo that really should be bandage ?
On a TV modeling contest, a judge said, Her simian walk is unbelievable." Was that a good thing?"
What is the definition of adverbiously , from Dickens's A Tale of Two Cities ?
In Oliver Twist , Dodger refers to Oliver as flash companion . Can't find a definition of this anywhere. What does it mean?
Do elocutionists kill people?
For my English homework, I have to write a love poem. I'm only 13 and I haven't had my first love yet. How would I go about writing about feelings that I haven't felt yet?
Where on the body would I find my sarcophagus ?
What's stolid ? It sounds like someone who's stupid and built solid like a wall.
What's a wonton person?
In which play did William Shakespeare state that misery loves company?
What's comfit ? Is it a different way of saying comfort?
Where did the story Frankenstein by Mary Shelley take place?
What kind of person would a shallow-pate be?
What are myrmidons of Justice" in Great Expectations ?"
Faseeshis â€¦ no clue on the spelling, but I kind of got yelled at in school today for being that. What did I do?
In The Red Badge of Courage , what's an imprecation ?
The word portmanteau shows up in a lot of the literature I read for school assignments. It sounds French. What does it mean?
I did something really stupid yesterday, and my grandfather told me I was hoist with my own petard." What does that mean? And what's a petard ?"
How do you pronounce Cymbeline, one of Shakespeare's early comedies?
What's a bourse ? I read it in my finance class.
In The House of Mirth, what are oubliettes ?
In Tess of the d'Urbervilles, what are thimble-riggers ?
In Wuthering Heights , what's a thible ?
Which Hemingway story references the running of the bulls" in Spain?"
What's a clink? My dad mentioned that his granddad was there for a long time during World War I.
If somebody is toady," does it mean they're ugly?"
Who said all's fair in love and war" and where?"
Why is there so much talk about baseball, especially Joe DiMaggio, in The Old Man and the Sea ?
In the movie Failure to Launch , there's a line that goes, Well, she certainly is yar," in reference to a yacht. What's yar ?"
What does mangle mean in Charles Dickens's A Tale of Two Cities ?
I got detention because a teacher said I was being contumacious . What's that?
What are encomiums?
What are billets in The Three Musketeers ?
In Orwell's 1984 , what is doublethink ?
What are orts ? That's a weird word that reminds me of orcs from The Lord of the Rings .
What are alliteration and assonance?
How is John the Savage's name ironic in Brave New World ?
What's quinsy?
What is a doppelgÃ¤nger?
What is New Historicism?
I found the word unwonted in a book I'm reading. Is that a typo, you think?
In Heart of Darkness , what does cipher mean?
In the play The Glass Menagerie, would you describe Tom as selfish?
What does Kantian mean, from a philosophical perspective?
What's a colonnade ? My girlfriend is freaking me out with stories of her dream wedding where she walks down a colonnade. I know this is the least of my problems, but I'm curious.
My grandma says she knows how I feel when I knit my brows. Is she crazy?
Why is Shakespeare's play titled Julius Caesar , even though he is dead by Act III and plays a relatively small role?
I know bier has something to do with dead people, but what is it exactly?
My brainy brother owns a Harley and says his girlfriend is the pillion . Is he insulting her or just showing off?
I ran across the word mien in a book. Is it a typo?
Is a younker a person or a place?
Does precipitancy have something to do with the weather?
I'm writing a grade 12 comparative essay, and I need a book that I could compare with All Quiet on the Western Front. Any suggestions?
A friend says she suffers from ineffable sadness. What's ineffable ?
What's a scow ?
Is a maelstrom some kind of dangerous weather?
What is the meaning of this saying, The cat will mew and dog will have his day"?"
What is a paradox ?
The Picture of Dorian Gray mentions a panegyric on youth. What does that mean?
In Madame Bovary , what's a mairie?
In The Kite Runner, what's palliative mean?
So what's oligarchy ? In government class, my teacher mentioned that word when we were talking about the Blagojevich scandal in Illinois.
Is intrepidity a good thing or a bad thing?
My grandmother told me that she thinks grandpa should see an alienist. Does she think he's from another planet or what?
Do you have to have licentiousness to get your driver's license?
I ran across the word hardihood in something I read the other day. Is it some kind of clothing?
I saw mention of haversack in my history book. What does that word mean?
I'm guessing the word quadroon is four of something. But what's a roon?
I'm trying to understand Shakespeare's play, King Lear . Can you explain these quotes from Act 1, Scene 1?
In Dostoevsky's Crime and Punishment , what's a samovar ?
I came across a music channel that featured tejano," and then I saw the same word when I was reading Bless Me, Ultima. What does it mean?"
In The Awakening , there's a term prunella gaiter." I'm guessing that gaiters are a type of covering for your legs, like the gaiters I use on my ski boots to keep snow out. But what the heck is prunella? Is it a purplish color like prunes?"
What's sedulous mean?
In Chapter 2 of Jane Eyre , what are divers parchments ?
A friend of mine said she hopes to get a counterpane for Christmas. What's that?
In Wuthering Heights, what does munificent mean?
The other day, my dad called my friends a motley crew. Is that his way of saying I should hang out with a different crowd?
Why is there an authorship problem with Shakespeare?
What is it called when something is out of place in time, like a jet stream in a movie about ancient Rome?
In 1984 , does Winston die from a bullet at the end of the book or is he in a dream-state?
I saw some old guy in a soldier's uniform selling fake red flowers. He said it was for Veterans Day. What's the connection?
I was kind of flirting with this really cute boy when my teacher told me to stop palavering. Did she want me to stop flirting or stop talking?
My grandmother says when she was a kid in China, she became Catholic because of the Mary Knows nuns. I tried to look that up on the Internet but couldn't find anything. Can you help?
In The Count of Monte Cristo , does cupidity mean love? I'm guessing that because of, you know, Cupid . . . Valentine's Day.
My theater teacher called me a name the other day. I don't think it was supposed to be a compliment. What's a somnambulist, anyway?
Why was Tartuffe such a jerk?
To Kill a Mockingbird has this word fey in it, but I don't know what it means. Does it mean short lived or fleeting?
In Pride and Prejudice , what's probity" &mdash
I never met my grandma, who my mom says lives in a hovel and wants her to move in with us. Then I saw that word in Frankenstein . What's a hovel? I thought it was like a place that had room service.
I have a friend who said something about phantasmagoric. That's not real, is it?
Which of the following literary devices is used in these poetic lines by John Milton?
In Faulkner's A Rose for Emily," what does noblesse oblige mean?"
What is love?
What is suggested by the coin image in Book II of A Tale of Two Cities ?
Why does Satan rebel against God?
I'm reading Candide, by Voltaire, and one of the dudes is an Anabaptist. What's that?
What does the poem Summer Sun" by Robert Louis Stevenson really mean?"
What did Shakespeare want to say about his beloved in Sonnet 18?
In Romeo and Juliet , who was the last person to see Juliet alive?
What is the Catechism?
What is the overall meaning of the poem Before The Sun," by Charles Mungoshi?"
What does ague mean?
Is there a reference to venereal disease in Romeo and Juliet ?
What is fantasy fiction?
What is the exposition in Othello ?
Who is the character Susan in Romeo and Juliet ?
What is a found poem?
What did Alice Walker mean in the essay Beauty"?"
Why did Dr. Frankenstein create his monster?
What is the name of the surgeon and the English ship he's on in Moby-Dick ?
What are the differences between an epic hero and a Romantic hero?
In Ayn Rand's The Fountainhead, does Gail Wynand commit suicide or only close The Banner at the end of the novel? I'm in a literary dispute over this!
What did W.E.B. Du Bois mean when he wrote of second-sight?
What is nihilism, and what should I read to get a better understanding of it?
What is the difference between an atheist and an agnostic?
What are intelligent design and creationism and how are they related?
What is misanthropy ?
I would like to understand the poem Blight" by Ralph Waldo Emerson. Please help."
Can you explain the significance of the question, Which came first, the chicken or the egg?""
In Little Lost Robot," by Isaac Asimov, why have some robots been impressioned with only part of the First Law of Robotics?"
Can you explain Cartesian Dualism and how Descartes' philosophical endeavors led him to dualism?
When reading Jane Austen's Pride and Prejudice , what does entailment mean?
What does ignominy mean? (From Shelley's Frankenstein )
What does pecuniary mean? (From Dickens' A Tale of Two Cities )
How do I analyze Kant's philosophy?
What is an apostrophe in Macbeth ?
Is music a language?
Why should literature be studied?
In the book The Scarlet Letter , what is a vigil ?
The first week of school isn't even over yet and I'm already in trouble â€” I forgot my textbook at school and can't do my homework! What should I do now?!
What are the renaissance features/characteristics in Hamlet ?
What is the exact quote in Hamlet about something being wrong in Denmark? Something smells? Something is amiss?
What does Utilitarianism mean, from a philosophical perspective?
What was the form of English that Shakespeare used?
At the beginning of Act V, Scene 2 of Much Ado About Nothing, does Shakespeare insinuate that anything is going on between Margaret and Benedick?
What was the "final solution" in the book Night by Elie Wiesel?
With the many novels out there, is there a database of some sort that can narrow down your choices to a specific book of interest for pleasure reading? And if not, why hasn't there been?
How do you pronounce Houyhnhnms ? (From Swift's Gulliver's Travels )
I just took the quiz on The Great Gatsby on this site. How can Jordan Baker be described as a professional golfer? To my knowledge, the LPGA did not form until the mid-1950s. Shouldn't she be referred to as an amateur golfer instead?
What are the humanities?
If Father, Son, and Holy Ghost aren't names, what is God's name?
What classic novels take place in Florida?
In which Hemingway short story is the saying, "Children's shoes for sale"?
Who is the "lady" that Robert Plant speaks of in the song "Stairway to Heaven"?
Was Odysseus the one who planned the Trojan horse, in the Trojan War?
How do I get my smart-but-hates-to-read son interested in reading?
Poetry gives me problems. How can I figure out what poems are about?
How do you analyze a novel?
What does it mean to ululate ? (From Golding's Lord of the Flies )
Is ambrosia a salad? (From Homer's The Odyssey )
What is a harbinger ? (From Shakespeare's Macbeth )
What does it mean to be refractory ? (From Dickens' Great Expectations )
What is a querulous kid? (From Wharton's Ethan Frome )
What does the word runagate mean? (From Shakespeare's Romeo and Juliet )
What is the word, imprimis ? (From Shakespeare's The Taming of the Shrew )
What does the word alchemy mean? (From Hawthorne's The Scarlet Letter )
What is an estuary ? (From Conrad's Heart of Darkness )
What or who is a scullion ? (From Shakespeare's Hamlet )
What is a schism ? (From Swift's Gulliver's Travels )
What does it mean to be salubrious ? (From Emily Bronte's Wuthering Heights )
What is a replication ? (From Shakespeare's Hamlet )
What is vicissitude ? (From Hawthorne's The House of Seven Gables )
Can you define indolent ? (From Wharton's House of Mirth )
What does the word replete mean? (From Shakespeare's Henry V )
What are orisons ? (From Shakespeare's Romeo and Juliet )
What does it mean to be ephemeral ?
What does it mean to be placid ? (From Charlotte Bronte's Jane Eyre )
What is a paroxysm ? (From Stoker's Dracula )
My English teacher got really mad when I said I was nauseous . Why?
What does it mean to be farinaceous ? (From Tolstoy's Anna Karenina )
What does dejection mean? (From Shelley's Frankenstein )
What is animadversion ? (From Hawthorne's The Scarlet Letter )
What does it mean to be timorous ? (From Shakespeare's Othello )
Someone called me erudite . Is that good?
What is a mountebank ? (From Hawthorne's The Scarlet Letter )
What does incarnadine mean? (From Shakespeare's Macbeth )
What does it mean to be puissant? (From Shakespeare's Julius Caesar)
What is a purloiner? (From Dickens' A Tale of Two Cities)
What does it mean to be affable ? (From Dostoevsky's Crime and Punishment )
What does it mean to be ostensible ? (From Twain's A Connecticut Yankee in King Arthur's Court )
What does compunction mean? (From Dickens's Bleak House )
What is behoveful ? (From Shakespeare's Romeo and Juliet )
What is a precentor ? (From Golding's Lord of the Flies )
What does it mean to be loquacious ? (From Cervantes's Don Quixote )
What does imprudence mean? (From Ibsen's A Doll's House )
What is a conflagration ? (From Stevenson's Dr. Jekyll and Mr. Hyde )
What does it mean to be spurious ? (From James' Daisy Miller )
What is a retinue ? (From Swift's Gulliver's Travels )
What does the word forsworn mean? (From Shakespeare's Romeo and Juliet )
What does the word hauteur mean? (From Fitzgerald's The Great Gatsby )
What are vituperations ? (From Jacobs' Incidents in the Life of a Slave Girl )
What are ostents ? (From Shakespeare's The Merchant of Venice )
What is a sockdolager ? (From Twain's The Adventures of Huckleberry Finn )
What does insuperable mean? (From Shelley's Frankenstein )
What is calumny ? (From Shakespeare's Hamlet )
What is an augury ? (From Sophocles' Antigone )
What does squally mean? (From Dickens' Great Expectations )
What does corporal mean? (From Shakespeare's Macbeth )
What does it mean to be plausible ? (From Sinclair's The Jungle )
What is a dearth ? (From Charlotte Bronte's Jane Eyre )
What does it mean to vacillate ? (From Wilde's The Importance of Being Earnest )
What does it mean to obtrude someone? (From Dickens's Great Expectations )
What is a heterodox ? (From Hawthorne's The Scarlet Letter )
What is felicity ? (From Austen's Emma )
What does it mean to be effacing ? (From Adams's The Education of Henry Adams )
What is a repast ? (From Chan Tsao's Dream of the Red Chamber )
What does insouciance mean? (From Sinclair's The Jungle )
What is a soliloquy ? (From Twain's The Adventures of Huckleberry Finn )
I was reading The Iliad and there's this word in it: greaves . What's that?
What does the word prodigality mean? (From Fitzgerald's The Great Gatsby )
Is there an easy way to understand The Canterbury Tales ?
What does the scarlet letter symbolize?
What is the significance of Grendel's cave in Beowulf ?
How did Hawthorne show that Hester Prynne was a strong woman in The Scarlet Letter ?
What purpose do the three witches serve at the beginning of Macbeth ?
What can you tell me about Grendel from Beowulf ?
What figurative language does Stephen Crane use in The Red Badge of Courage ?
Why is Roger so mean in Lord of the Flies ?
How do Gene and Finny mirror each other in A Separate Peace ?
The old man and the young wife — what's up with story plots like this?
What part does vengeance play in The Odyssey ?
What kind of a woman is Penelope in The Odyssey ?
Do fate and fortune guide the actions in Macbeth ?
How does Frankenstein relate to Paradise Lost ?
How has the way people view Othello changed over time?
How does Henry change throughout The Red Badge of Courage ?
What's so great about Gatsby?
How is To Kill a Mockingbird a coming-of-age story?
Why did Ophelia commit suicide in Hamlet ?
What is the setting of The Scarlet Letter ?
What is a slave narrative?
What's an anachronism ?
Doesn't Raskolnikov contradict himself in Crime and Punishment ?
What is the main theme of The Adventures of Huckleberry Finn ?
What does Shakespeare mean by memento mori ?
What are inductive and deductive arguments?
How does Alice Walker break the rules" of literature with The Color Purple ?"
What role does Friar Laurence play in Romeo and Juliet ?
Why did Elie Wiesel call his autobiography Night ?
How does Shakespeare play with gender roles in Macbeth ?
Where did Dickens get the idea to write A Tale of Two Cities ?
What's the purpose of the preface to The Scarlet Letter ?
What role do women play in A Tale of Two Cities ?
Who are the heroes and villains in The Adventures of Huckleberry Finn?
What are the ides of March?
Was Kate really a shrew in The Taming of the Shrew ?
What role does innocence play in The Catcher in the Rye ?
How are Tom and Huck different from each other in Huckleberry Finn ?
What is blank verse and how does Shakespeare use it?
How do the book and film versions of One Flew Over the Cuckoo's Nest differ?
What is a satirical novel?
What is the role of censorship in Fahrenheit 451 ?
How can I keep myself on track to get through my summer reading list?
How does Jim fit into the overall theme of The Adventures of Huckleberry Finn ?
What is a major theme of The Great Gatsby ?
How does Shakespeare use light and darkness in Romeo and Juliet ?
Who is the narrator in Faulkner's A Rose for Emily"?"
In Lord of the Flies , what statement is William Golding making about evil?
How is The Catcher in the Rye different from other coming-of-age novels?
How does Scout in To Kill a Mockingbird show two sides?
Was there supposed to be a nuclear war in The Handmaid's Tale ? I couldn't tell.
What is experimental theater"?"
Does Jonas die at the end of The Giver ?
What is an inciting incident, and how do I find one in Lord of the Flies ?
How does King Arthur die?
In Julius Caesar , what does this mean: Cowards die many times before their deaths
How do you write a paper on comparing a movie with the book?
Please explain this Kipling quote: Words are, of course, the most powerful drug used by mankind.""
What is a tragic flaw?
What is a motif, and how can I find them in Macbeth ?
Why didn't Socrates write any books? After all, he was supposed to be so intelligent and wise.
Why are there blanks in place of people's names and places in Jane Austen's Pride and Prejudice ?
Was Othello a king? A prince? He's referred to as My Lord" but I'm not sure of his actual title."
I need to download some pictures of Juliet. Where would I find these?
Why does Odysseus decide to listen to the Sirens, in The Odyssey , by Homer?
What does prose and poetry mean? What's the difference?
In The Scarlet Letter, why is the scaffold important and how does it change over the course of the novel?
Why does the legend of King Arthur hold such a powerful grip over us?
Do you like to read books?
What are the metrical features in poetry?
What are the riddles that Gollum asked Bilbo in The Hobbit ?
Can you tell me what these two quotes from Much Ado About Nothing mean?
What is connotation, and how do you find it in a poem?
What is a dramatic monologue?
What is formal fallacy?
In the movie Dead Poets Society, what are some themes and values that are relevant to Transcendentalism. What is Transcendentalism?
Why didn't Mina Harker realize she was under Dracula's spell when she witnessed her friend fall prey to him, too? Wasn't it obvious?
In The Three Musketeers by Dumas, Cardinal Richelieu is labeled as the villain. How could he be presented as a hero instead?
In Romeo and Juliet , what are the different types of irony used? Um, what's irony?
What is the main theme in Fahrenheit 451 ?
In Dickens's A Tale of Two Cities , what fact in Book the Second: Chapters 1-6, confirms Darnay's release?
Why is Invisible Man considered a bildungsroman?
In A Doll's House , what risqué item does Nora reveal to Dr. Rank that eventually prompts him to disclose his own secret?
What is a definition of short story?
What percentage of people are considered geniuses?
How do I write and publish my own novel?
Do I use the past or present tense to answer this question: What is this poem about?" "
A Closer Look at Internships
Consider Working for a Nonprofit Organization
Create a Top-Quality Cover Letter
Deciding Whether to Go for Your MBA
Dress the Part for a Job Interview
Appropriate Attire: Defining Business Casual
Famous Americans Who Started Out in the Military
The Benefits of Joining a Professional Organization
Five Job Interview Mistakes
Getting Good References for Your Job Hunt
Lying on Your Resume
Make the Most of Days between Jobs
Military Career Opportunity: Translators and Interpreters
Network Your Way into a Job
Prepare for a Job Interview
Preparing for Job Interview Questions
Putting Your English Degree to Work
Putting Your Education Degree to Work
Take Advantage of Job and Career Fairs
Tips for a Better Resume
Understand Negotiable Elements of a Job Offer
Visit the College Career Office
Write a Resume That Will Get Noticed
Write a Thank You Note after an Interview
Writing a Follow-Up Letter after Submitting Your Resume
Your Military Career: Basics of Officer Candidate School
Your Military Career: Requirements for Officer Candidate School
Know What to Expect in Graduate School
Paying for Graduate School
Plan for Graduate Education
Tackle the Graduate Record Exam (GRE)
What Does School Accreditation Mean?
Writing Essays for Your Business School Application
Apply to Graduate School
Basic Requirements for Grad School
Choose a Graduate School
Decide if Graduate School Is Right for You
English Majors: Selecting a Graduate School or Program
Getting Letters of Recommendation for Your Business School Application
Graduate School Application: Tips, Advice, and Warnings
Graduate School: Applying as a Returning Student
How to Find a Mentor for Graduate School
How to Prepare for Grad School as an Undergrad
How Work Experience Affects Your MBA Application
Master's Degree in Biology: Choosing a Grad School
In what countries does Toyota produce and market cars?
How would you use the PDSA cycle in your personal life?
I am confused about adding, subtracting, multiplying, and dividing negative numbers.
Who are some famous female mathematicians?
Given the set of numbers [7, 14, 21, 28, 35, 42], find a subset of these numbers that sums to 100.
The speed limit on a certain part of the highway is 65 miles per hour. What is this in feet per minute?
What is the sum of the angles of an octagon?
In math, what does reciprocal mean?
How many grams in an ounce?
A number is 20 less than its square. Find all answers.
How much is 1,000 thousands?
How do I find the angles of an isosceles triangle whose two base angles are equal and whose third angle is 10 less than three times a base angle?
Explain with words and an example how any number raised to the zero power is 1?
If I had 550 coins in a machine worth $456.25, what would be the denomination of each coin?
What three consecutive numbers add up to 417?
How many 100,000,000s in 50 billion?
Of 100 students asked if they like rock and roll or country music, 7 said they like neither, 90 said they like rock and roll, and 57 said they like country music. How many students like both?
What's the formula to convert square feet into square meters?
In math, what is the definition of order of operations?
What's the difference between digital and analog?
What is the square root of 523,457?
What are all of the prime numbers?
Our teacher told us to look for clues in math word problems. What did she mean?
How do I figure out math word problems (without going crazy)?
What good is geometry going to do me after I get out of school?
I keep forgetting how to add fractions. Can you remind me?
My teacher talks about the Greatest Common Factor. What's so great about it?
Got any tips on finding percentages of a number?
What does associative property mean when youâ€™re talking about adding numbers?
How do I use domain and range in functions?
How do I change percents to decimals and fractions? How about decimals and fractions to percents?
What should I do if my teacher wants me to solve an inequality on a number line?
What is a fast and easy way to work word problems?
How do you combine numbers and symbols in an algebraic equation?
How do I go about rounding off a number?
What is the First Derivative Test for Local Extrema?
Can you describe a prism for me?
How can I double-check my answers to math equations?
How do you factor a binomial?
I get the words mean , mode , median , and range mixed up in math. What do they all mean?
How do you combine like terms in algebra?
Can you make it easier for me to understand what makes a number a prime number?
Explain probability to me (and how about some examples)?
Solving story problems is, well, a problem for me. Can you help?
What's inferential statistics all about?
Finding percentages confuses me. Do you have any tips to make it simpler?
What's a quadratic equation, and how do I solve one?
How do you figure out probability?
How do you add integers?
How do you use factoring in quadratic equations?
What are limits in calculus?
I've looked everywhere to find the meaning of this word and I can't find it. What's the definition of tesseract ?
In geometry, how do you get the perimeters of a square and a rectangle?
What is the absolute value of a negative number?
A rectangle swimming pool is 24m longer than it is wide and is surrounded by a deck 3m wide. Find the area of the pool if the area of the deck is 324m 2 . Where do I even start to solve this problem?
How do you classify numbers, as in rational numbers, integers, whole numbers, natural numbers, and irrational numbers? I am mostly stuck on classifying fractions.
How do you convert a fraction to a decimal or change a decimal to a fraction?
I am trying to find all solutions to this algebra (factoring) problem, x 3 – 3x 2 – x + 3 = 0, and I keep getting the wrong answer. Please help!
Sometimes when I'm doing my pre-calculus homework I need help on some of the problems. Do you know where I can find help on the weekends or whenever?
How do you convert metric measurements?
I'm curious about converting Celsius to Fahrenheit, or Fahrenheit to Celsius. How do I convert from one to the other?
In basic math, the fraction bar shows division. So why does this equation show multiplication instead of division? 9/9 = 1 because 1 x 9 = 9.
I'm taking geometry and I'm having problem with the angles and the degree. Is there a way you can help me out?
The perimeter of a rectangle is 66m. The width is 9m less than the length. What is the length and width of the rectangle?
How many dollars are in 5,000 pesos?
How many ounces in a pound?
I'm having a hard time remembering percent of change. All I have is P (percent) = amount of change over original amount. Is there a better way of understanding it?
How do I figure out tangrams?
What are quadrilaterals?
What is the least common multiple of 8, 6, and 12?
How do you convert decimals to fractions?
How did the planet" Pluto get its name? I know it's named after the mythical god of the underworld, but why?"
What is the difference between the earth's core and its crust?
What does gender really mean?
What does plum pudding have to do with physics?
What is the functionalist perspective in sociology?
What does pneumonoultramicroscopicsilicovolcanoconiosis mean?
Why aren't viruses considered living things?
Why does your breathing rate increase when you exercise?
Everyone says you shouldn't clean your ears with cotton swabs because you could break an eardrum. But if you do break your eardrum, will it grow back?
What is a mole?
How, and why, is body fat stored?
Where on the body do you find ciliated pseudostratified columnar epithelium?
Since she was only married for 72 days, does Kim Kardashian have to give back her wedding gifts?
In the United States, how can you get buried at sea?
What exactly is Salvia divinorum , and is it legal?
What is the composition and volume of whole blood?
Should I refer to a widow as Mrs., Miss, or Ms.?
Is it possible to catch more than one cold at a time?
Why does the Earth have more gravitational force than the moon or some other planet?
Did humans evolve from monkeys or apes?
What is the largest organ in the human body?
How did we end up with both Fahrenheit and Celsius scales?
What is absolute zero?
What is cell theory?
How come when humans flatulate, it smells bad?
How do I convert mL into µL, and vice versa?
What is the most abundant element in the earth's crust?
Is global warming man-made?
What exactly is wind? And why does it blow?
This sounds really disgusting, but I'm curious: Can humans drink animal blood, or any other kind of blood?
Why is space exploration important?
How is photosynthesis essential to life on earth?
What is the highest mountain in New Mexico?
What's the difference between a psychiatrist and a psychologist?
Who are the unbelievers" referred to in The Koran? What is it that they do not believe?"
What is the difference between Sunnis and Shi'ites?
What happens when you die?
Why is it important to memorize where the 50 states are on a map?
What kind of endangered species are there? Can you give me some examples, please?
It's impossible to sneeze with your eyes open, so when you drive a car, is it against the law to sneeze?
What are tectonic plates?
I have boy trouble. I want to ask out my friend, but I am not sure he is going to say yes. Plus, he said he had a girlfriend when we talked during school. Plus, my parents don't want me to date.
Why is the sky blue?
Do you really shrink at the end of the day and then grow in the morning?
What is the difference between matter" and "mass"?"
What does "nature versus nurture" mean?
What are closed contour lines?
What is homeostasis ?
What does the periodic table look like?
Do you know anything about the law of conservation of energy? Is it really a law?
I thought I knew what work means, but my physics teacher defines it differently. What's up with that?
How do plants know when to drop their leaves?
What's the surface of the moon like?
How does the number of neutrons in the nucleus of an atom differentiate it from another atom?
How do big rocks wear down over time?
What does genetic recombination mean?
How has DNA matching really made big difference in finding out who committed a crime?
What's the difference between the sympathetic and parasympathetic nervous systems?
What is incomplete dominance?
Can hydrocarbons be considered compounds?
Can you explain what molar mass is?
Aren't fungi really plants?
What information is contained in a chemical equation?
What are the endocrine and exocrine systems?
How do electrical charges interact?
Are there more than three kingdoms of life? I can never remember.
What are the characteristics of electrically charged objects?
How does anomie theory explain deviant behavior?
Why would anybody think there might be life on another planet?
What are chemical solutions?
Do you know of any way to simplify the overall subject of biochemical genetics?
Can a loud noise really shatter glass?
How do magnetic fields work?
Did Clarence Darrow really call an animal in to testify at the famous monkey trial?
What role does the thyroid gland play in the human body?
What did Mendel discover about heredity when he was playing around with plants?
How many laws of motion did Newton come up with, and what are they?
What in the world is constructive and destructive interference?
How do viruses do their dirty work?
What do bones do, except give us a skeletal structure?
Do all viruses look alike?
My teacher keeps talking about solubility. What does that mean, anyway?
How do positive and negative reinforcement work?
How does nondisjunction relate to birth defects?
With all the germs in the world today, how come everybody's not sick all the time?
What is thermal equilibrium?
How are sound waves created?
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Can there be life on Mars?
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What is a bacterial colony?
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Does a person have to have the same blood type as his or her brothers and sisters?
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After I take the ASVAB, what is my obligation to the military?
If I choose to take the computerized version of the GRE, will I be typing or writing my analytical and issue essays?
Are there any MBA programs that don't require the GMAT?
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Should I keep taking the GMAT until I get a good score?
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Where can I take the ASVAB?
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What kinds of scores are reported on the GRE, and how long will it take for me to get my scores?
What do I need to bring with me to the GRE testing center?
How are GRE scores used?
How do I learn stuff for in-class exams?
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Can I take a calculator to my ACT exam?
Do you have any tips for doing well on the AP Chemistry test?
What can I expect in the math part of the SAT?
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Is there a fun way to learn SAT vocabulary?
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How can I make sure I finish the AP essay question in time?
Since I made the soccer team, I don't feel like I have enough time to study. Do you have any study tips so I can use my time better and make sure I don't get kicked off the team for my grades?
I'm a huge procrastinator. How can I manage my time effectively to catch up on my assignments?
What kind or amount of note-taking is optimal? I get lost while making a notation and miss other parts of the lecture.
I study so hard for my tests that I know I know the material, but then I always panic and bomb. How can I reduce my test anxiety?
I do really bad on quizzes. I'm okay with tests and homework, but I do horribly on quizzes. What can I do to prepare for quizzes?
I've screwed up horribly this semester. I always say I'm going to change my habits, but I always end up getting lazy and doing something else. I want to succeed, but how can I get rid of my own laziness?
If you have any music or audio notes playing on tape, CD, or whatever and you fall asleep, is it true that you'll have whatever was played memorized by the time you wake up?
I have trouble understanding a book when I read. I try to read so that I can finish the book quickly but still understand what's going on. Could you give me a few tips on how to understand a book while reading at a quick pace?
What is the best study method when trying to cram three chapters all at once?
What if I have a really bad memory? When I read a page of a book, I can't go back and remember it.
Why do some teachers say light a peppermint candle? I mean, I don't think it helps you concentrate.
I really suck at taking multiple choice tests. Do you have any suggestions for not psyching myself out before a big test?
Is there a WRONG way to study?
Are the math questions on the GMAT extremely difficult and complex?
Does it matter whether I take the SAT or ACT in my junior year or my senior year of high school?
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Two Critical Reading sections are 25 minutes long and one is 20 minutes long. Since one section of the test is experimental (although you won't know which one), you could have an additional Critical Reading section, as well.

The order of the sections and the number of questions may change, but at this time, the three sections total about 65 to 70 questions that count toward your score. These three sections generate a scaled critical reading score that ranges from 200 to 800. About 50% right should generate an average score.

The sentence completion questions are generally arranged in a slight graduation of difficulty from easier to more difficult. Basically, the first few questions are the easiest; the middle few are of average difficulty; and the last few are difficult. There is no such pattern for the critical reading passages or questions.

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SAT Critical Thinking

The SAT critical thinking section is evidence-based reading and writing will consist of 200-800 points in the revised New SAT. Further, this section will consist of 4 individual passages and 1 pair of shorter passages written by two authors related to the same topic. Each passage will have 10 to 11 questions and the section consists of 52 questions in total. Additionally, there are 2 passages that will also consist of graphics. There are three Critical Reading sections – two that are 25 minutes long and one that is 20 minutes long.

The critical reading sections on the SAT are designed to test your ability to read and understand written English at the level you need for university courses. There are two types of questions:

Sentence Completion
Reading Comprehension

To know more you can check out our page here.

For any general information about the Ivy Aspire SAT program, you can visit our page . For more information about the SAT critical reading or for any other assistance, you can contact us either by calling us at 8880001177 or you can mail us at [email protected] . Our counselors would be happy to answer your queries.

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What is on the SAT critical reading?

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Sat / act prep online guides and tips, sat essay rubric: full analysis and writing strategies.

We're about to dive deep into the details of that least beloved* of SAT sections, the SAT essay . Prepare for a discussion of the SAT essay rubric and how the SAT essay is graded based on that. I'll break down what each item on the rubric means and what you need to do to meet those requirements.

On the SAT, the last section you'll encounter is the (optional) essay. You have 50 minutes to read a passage, analyze the author's argument, and write an essay. If you don’t write on the assignment, plagiarize, or don't use your own original work, you'll get a 0 on your essay. Otherwise, your essay scoring is done by two graders - each one grades you on a scale of 1-4 in Reading, Analysis, and Writing, for a total essay score out of 8 in each of those three areas . But how do these graders assign your writing a numerical grade? By using an essay scoring guide, or rubric.

*may not actually be the least belovèd.

Feature image credit: Day 148: the end of time by Bruce Guenter , used under CC BY 2.0 /Cropped from original.

UPDATE: SAT Essay No Longer Offered

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In January 2021, the College Board announced that after June 2021, it would no longer offer the Essay portion of the SAT (except at schools who opt in during School Day Testing). It is now no longer possible to take the SAT Essay, unless your school is one of the small number who choose to offer it during SAT School Day Testing.

While most colleges had already made SAT Essay scores optional, this move by the College Board means no colleges now require the SAT Essay. It will also likely lead to additional college application changes such not looking at essay scores at all for the SAT or ACT, as well as potentially requiring additional writing samples for placement.

What does the end of the SAT Essay mean for your college applications? Check out our article on the College Board's SAT Essay decision for everything you need to know.

The Complete SAT Essay Grading Rubric: Item-by-Item Breakdown

Based on the CollegeBoard’s stated Reading, Analysis, and Writing criteria, I've created the below charts (for easier comparison across score points). For the purpose of going deeper into just what the SAT is looking for in your essay, I've then broken down each category further (with examples).

The information in all three charts is taken from the College Board site .

The biggest change to the SAT essay (and the thing that really distinguishes it from the ACT essay) is that you are required to read and analyze a text , then write about your analysis of the author's argument in your essay. Your "Reading" grade on the SAT essay reflects how well you were able to demonstrate your understanding of the text and the author's argument in your essay.

You'll need to show your understanding of the text on two different levels: the surface level of getting your facts right and the deeper level of getting the relationship of the details and the central ideas right.

Surface Level: Factual Accuracy

One of the most important ways you can show you've actually read the passage is making sure you stick to what is said in the text . If you’re writing about things the author didn’t say, or things that contradict other things the author said, your argument will be fundamentally flawed.

For instance, take this quotation from a (made-up) passage about why a hot dog is not a sandwich:

“The fact that you can’t, or wouldn’t, cut a hot dog in half and eat it that way, proves that a hot dog is once and for all NOT a sandwich”

Here's an example of a factually inaccurate paraphrasing of this quotation:

The author builds his argument by discussing how, since hot-dogs are often served cut in half, this makes them different from sandwiches.

The paraphrase contradicts the passage, and so would negatively affect your reading score. Now let's look at an accurate paraphrasing of the quotation:

The author builds his argument by discussing how, since hot-dogs are never served cut in half, they are therefore different from sandwiches.

It's also important to be faithful to the text when you're using direct quotations from the passage. Misquoting or badly paraphrasing the author’s words weakens your essay, because the evidence you’re using to support your points is faulty.

Higher Level: Understanding of Central Ideas

The next step beyond being factually accurate about the passage is showing that you understand the central ideas of the text and how details of the passage relate back to this central idea.

Why does this matter? In order to be able to explain why the author is persuasive, you need to be able to explain the structure of the argument. And you can’t deconstruct the author's argument if you don’t understand the central idea of the passage and how the details relate to it.

Here's an example of a statement about our fictional "hot dogs are sandwiches" passage that shows understanding of the central idea of the passage:

Hodgman’s third primary defense of why hot dogs are not sandwiches is that a hot dog is not a subset of any other type of food. He uses the analogy of asking the question “is cereal milk a broth, sauce, or gravy?” to show that making such a comparison between hot dogs and sandwiches is patently illogical.

The above statement takes one step beyond merely being factually accurate to explain the relation between different parts of the passage (in this case, the relation between the "what is cereal milk?" analogy and the hot dog/sandwich debate).

Of course, if you want to score well in all three essay areas, you’ll need to do more in your essay than merely summarizing the author’s argument. This leads directly into the next grading area of the SAT Essay.

The items covered under this criterion are the most important when it comes to writing a strong essay. You can use well-spelled vocabulary in sentences with varied structure all you want, but if you don't analyze the author's argument, demonstrate critical thinking, and support your position, you will not get a high Analysis score .

Because this category is so important, I've broken it down even further into its two different (but equally important) component parts to make sure everything is as clearly explained as possible.

Part I: Critical Thinking (Logic)

Critical thinking, also known as critical reasoning, also known as logic, is the skill that SAT essay graders are really looking to see displayed in the essay. You need to be able to evaluate and analyze the claim put forward in the prompt. This is where a lot of students may get tripped up, because they think “oh, well, if I can just write a lot, then I’ll do well.” While there is some truth to the assertion that longer essays tend to score higher , if you don’t display critical thinking you won’t be able to get a top score on your essay.

What do I mean by critical thinking? Let's take the previous prompt example:

Write an essay in which you explain how Hodgman builds an argument to persuade his audience that the hot dog cannot, and never should be, considered a sandwich.

An answer to this prompt that does not display critical thinking (and would fall into a 1 or 2 on the rubric) would be something like:

The author argues that hot dogs aren’t sandwiches, which is persuasive to the reader.

While this does evaluate the prompt (by providing a statement that the author's claim "is persuasive to the reader"), there is no corresponding analysis. An answer to this prompt that displays critical thinking (and would net a higher score on the rubric) could be something like this:

The author uses analogies to hammer home his point that hot dogs are not sandwiches. Because the readers will readily believe the first part of the analogy is true, they will be more likely to accept that the second part (that hot dogs aren't sandwiches) is true as well.

See the difference? Critical thinking involves reasoning your way through a situation (analysis) as well as making a judgement (evaluation) . On the SAT essay, however, you can’t just stop at abstract critical reasoning - analysis involves one more crucial step...

Part II: Examples, Reasons, and Other Evidence (Support)

The other piece of the puzzle (apparently this is a tiny puzzle) is making sure you are able to back up your point of view and critical thinking with concrete evidence . The SAT essay rubric says that the best (that is, 4-scoring) essay uses “ relevant, sufficient, and strategically chosen support for claim(s) or point(s) made. ” This means you can’t just stick to abstract reasoning like this:

That explanation is a good starting point, but if you don't back up your point of view with quoted or paraphrased information from the text to support your discussion of the way the author builds his/her argument, you will not be able to get above a 3 on the Analysis portion of the essay (and possibly the Reading portion as well, if you don't show you've read the passage). Let's take a look of an example of how you might support an interpretation of the author's effect on the reader using facts from the passage :

The author’s reference to the Biblical story about King Solomon elevates the debate about hot dogs from a petty squabble between friends to a life-or-death disagreement. The reader cannot help but see the parallels between the two situations and thus find themselves agreeing with the author on this point.

Does the author's reference to King Solomon actually "elevate the debate," causing the reader to agree with the author? From the sentences above, it certainly seems plausible that it might. While your facts do need to be correct, you get a little more leeway with your interpretations of how the author’s persuasive techniques might affect the audience. As long as you can make a convincing argument for the effect a technique the author uses might have on the reader, you’ll be good.

Say whaaat?! #tbt by tradlands , used under CC BY 2.0 /Cropped and color-adjusted from original.

Did I just blow your mind? Read more about the secrets the SAT doesn’t want you to know in this article .

Your Writing score on the SAT essay is not just a reflection of your grasp of the conventions of written English (although it is that as well). You'll also need to be focused, organized, and precise.

Because there's a lot of different factors that go into calculating your Writing score, I've divided the discussion of this rubric area into five separate items:

Precise Central Claim

Organization, vocab and word choice, sentence structure, grammar, etc..

One of the most basic rules of the SAT essay is that you need to express a clear opinion on the "assignment" (the prompt) . While in school (and everywhere else in life, pretty much) you’re encouraged to take into account all sides of a topic, it behooves you to NOT do this on the SAT essay. Why? Because you only have 50 minutes to read the passage, analyze the author's argument, and write the essay, there's no way you can discuss every single way in which the author builds his/her argument, every single detail of the passage, or a nuanced argument about what works and what doesn't work.

Instead, I recommend focusing your discussion on a few key ways the author is successful in persuading his/her audience of his/her claim.

Let’s go back to the assignment we've been using as an example throughout this article:

"Write an essay in which you explain how Hodgman builds an argument to persuade his audience that the hot dog cannot, and never should be, considered a sandwich."

Your instinct (trained from many years of schooling) might be to answer:

"There are a variety of ways in which the author builds his argument."

This is a nice, vague statement that leaves you a lot of wiggle room. If you disagree with the author, it's also a way of avoiding having to say that the author is persuasive. Don't fall into this trap! You do not necessarily have to agree with the author's claim in order to analyze how the author persuades his/her readers that the claim is true.

Here's an example of a precise central claim about the example assignment:

The author effectively builds his argument that hot dogs are not sandwiches by using logic, allusions to history and mythology, and factual evidence.

In contrast to the vague claim that "There are a variety of ways in which the author builds his argument," this thesis both specifies what the author's argument is and the ways in which he builds the argument (that you'll be discussing in the essay).

While it's extremely important to make sure your essay has a clear point of view, strong critical reasoning, and support for your position, that's not enough to get you a top score. You need to make sure that your essay "demonstrates a deliberate and highly effective progression of ideas both within paragraphs and throughout the essay."

What does this mean? Part of the way you can make sure your essay is "well organized" has to do with following standard essay construction points. Don't write your essay in one huge paragraph; instead, include an introduction (with your thesis stating your point of view), body paragraphs (one for each example, usually), and a conclusion. This structure might seem boring, but it really works to keep your essay organized, and the more clearly organized your essay is, the easier it will be for the essay grader to understand your critical reasoning.

The second part of this criteria has to do with keeping your essay focused, making sure it contains "a deliberate and highly effective progression of ideas." You can't just say "well, I have an introduction, body paragraphs, and a conclusion, so I guess my essay is organized" and expect to get a 4/4 on your essay. You need to make sure that each paragraph is also organized . Recall the sample prompt:

“Write an essay in which you explain how Hodgman builds an argument to persuade his audience that the hot dog cannot, and never should be, considered a sandwich.”

And our hypothetical thesis:

Let's say that you're writing the paragraph about the author's use of logic to persuade his reader that hot dogs aren't sandwiches. You should NOT just list ways that the author is logical in support of his claim, then explain why logic in general is an effective persuasive device. While your points might all be valid, your essay would be better served by connecting each instance of logic in the passage with an explanation of how that example of logic persuades the reader to agree with the author.

Above all, it is imperative that you make your thesis (your central claim) clear in the opening paragraph of your essay - this helps the grader keep track of your argument. There's no reason you’d want to make following your reasoning more difficult for the person grading your essay (unless you’re cranky and don’t want to do well on the essay. Listen, I don’t want to tell you how to live your life).

In your essay, you should use a wide array of vocabulary (and use it correctly). An essay that scores a 4 in Writing on the grading rubric “demonstrates a consistent use of precise word choice.”

You’re allowed a few errors, even on a 4-scoring essay, so you can sometimes get away with misusing a word or two. In general, though, it’s best to stick to using words you are certain you not only know the meaning of, but also know how to use. If you’ve been studying up on vocab, make sure you practice using the words you’ve learned in sentences, and have those sentences checked by someone who is good at writing (in English), before you use those words in an SAT essay.

Creating elegant, non-awkward sentences is the thing I struggle most with under time pressure. For instance, here’s my first try at the previous sentence: “Making sure a sentence structure makes sense is the thing that I have the most problems with when I’m writing in a short amount of time” (hahaha NOPE - way too convoluted and wordy, self). As another example, take a look at these two excerpts from the hypothetical essay discussing how the author persuaded his readers that a hot dog is not a sandwich:

Score of 2: "The author makes his point by critiquing the argument against him. The author pointed out the logical fallacy of saying a hot dog was a sandwich because it was meat "sandwiched" between two breads. The author thus persuades the reader his point makes sense to be agreed with and convinces them."

The above sentences lack variety in structure (they all begin with the words "the author"), and the last sentence has serious flaws in its structure (it makes no sense).

Score of 4: "The author's rigorous examination of his opponent's position invites the reader, too, to consider this issue seriously. By laying out his reasoning, step by step, Hodgman makes it easy for the reader to follow along with his train of thought and arrive at the same destination that he has. This destination is Hodgman's claim that a hot dog is not a sandwich."

The above sentences demonstrate variety in sentence structure (they don't all begin with the same word and don't have the same underlying structure) that presumably forward the point of the essay.

In general, if you're doing well in all the other Writing areas, your sentence structures will also naturally vary. If you're really worried that your sentences are not varied enough, however, my advice for working on "demonstrating meaningful variety in sentence structure" (without ending up with terribly worded sentences) is twofold:

Read over what you’ve written before you hand it in and change any wordings that seem awkward, clunky, or just plain incorrect.
As you’re doing practice essays, have a friend, family member, or teacher who is good at (English) writing look over your essays and point out any issues that arise.

This part of the Writing grade is all about the nitty gritty details of writing: grammar, punctuation, and spelling . It's rare that an essay with serious flaws in this area can score a 4/4 in Reading, Analysis, or Writing, because such persistent errors often "interfere with meaning" (that is, persistent errors make it difficult for the grader to understand what you're trying to get across).

On the other hand, if they occur in small quantities, grammar/punctuation/spelling errors are also the things that are most likely to be overlooked. If two essays are otherwise of equal quality, but one writer misspells "definitely" as "definately" and the other writer fails to explain how one of her examples supports her thesis, the first writer will receive a higher essay score. It's only when poor grammar, use of punctuation, and spelling start to make it difficult to understand your essay that the graders start penalizing you.

My advice for working on this rubric area is the same advice as for sentence structure: look over what you’ve written to double check for mistakes, and ask someone who’s good at writing to look over your practice essays and point out your errors. If you're really struggling with spelling, simply typing up your (handwritten) essay into a program like Microsoft Word and running spellcheck can alert you to problems. We've also got a great set of articles up on our blog about SAT Writing questions that may help you better understand any grammatical errors you are making.

How Do I Use The SAT Essay Grading Rubric?

Now that you understand the SAT essay rubric, how can you use it in your SAT prep? There are a couple of different ways.

Use The SAT Essay Rubric To...Shape Your Essays

Since you know what the SAT is looking for in an essay, you can now use that knowledge to guide what you write about in your essays!

A tale from my youth: when I was preparing to take the SAT for the first time, I did not really know what the essay was looking for, and assumed that since I was a good writer, I’d be fine.

Not true! The most important part of the SAT essay is using specific examples from the passage and explaining how they convince the reader of the author's point. By reading this article and realizing there's more to the essay than "being a strong writer," you’re already doing better than high school me.

Change the object in that girl’s left hand from a mirror to a textbook and you have a pretty good sketch of what my junior year of high school looked like.

Use The SAT Essay Rubric To...Grade Your Practice Essays

The SAT can’t exactly give you an answer key to the essay. Even when an example of an essay that scored a particular score is provided, that essay will probably use different examples than you did, make different arguments, maybe even argue different interpretations of the text...making it difficult to compare the two. The SAT essay rubric is the next best thing to an answer key for the essay - use it as a lens through which to view and assess your essay.

Of course, you don’t have the time to become an expert SAT essay grader - that’s not your job. You just have to apply the rubric as best as you can to your essays and work on fixing your weak areas . For the sentence structure, grammar, usage, and mechanics stuff I highly recommend asking a friend, teacher, or family member who is really good at (English) writing to take a look over your practice essays and point out the mistakes.

If you really want custom feedback on your practice essays from experienced essay graders, may I also suggest the PrepScholar test prep platform ? I manage the essay grading and so happen to know quite a bit about the essay part of this platform, which gives you both an essay grade and custom feedback for each essay you complete. Learn more about how it all works here .

What’s Next?

Are you so excited by this article that you want to read even more articles on the SAT essay? Of course you are. Don't worry, I’ve got you covered. Learn how to write an SAT essay step-by-step and read about the 6 types of SAT essay prompts .

Want to go even more in depth with the SAT essay? We have a complete list of past SAT essay prompts as well as tips and strategies for how to get a 12 on the SAT essay .

Still not satisfied? Maybe a five-day free trial of our very own PrepScholar test prep platform (which includes essay practice and feedback) is just what you need.

Trying to figure out whether the old or new SAT essay is better for you? Take a look at our article on the new SAT essay assignment to find out!

Want to improve your SAT score by 160 points?

Check out our best-in-class online SAT prep classes . We guarantee your money back if you don't improve your SAT score by 160 points or more.

Our classes are entirely online, and they're taught by SAT experts . If you liked this article, you'll love our classes. Along with expert-led classes, you'll get personalized homework with thousands of practice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step, custom program to follow so you'll never be confused about what to study next.

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Laura graduated magna cum laude from Wellesley College with a BA in Music and Psychology, and earned a Master's degree in Composition from the Longy School of Music of Bard College. She scored 99 percentile scores on the SAT and GRE and loves advising students on how to excel in high school.

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SAT Critical Reading : SAT Critical Reading

Study concepts, example questions & explanations for sat critical reading, all sat critical reading resources, example questions, example question #1 : sentence completion questions.

Ericka decided her decision to go to the movies on a Friday night was very banal.

A synonym for "banal" would be __________ .

galvanizing

precipitous

"Banal" is another word for unoriginal . "Pedestrian" also means unoriginal . "Unique" would be an antonym, not a synonym. Something might be described as "boring" because it is unoriginal, however, it is not a synonym. "Galvanizing" means exicting , and "precipitous" means abrupt ; therefore, "pedestrian" is the synonym for banal .

Example Question #1 : Sat Critical Reading

Bill Gates was annoyed by the hackneyed jokes relating his name to the famous Microsoft co-founder.

A synonym for "hackneyed" is __________ .

"Hackneyed" means overused or overfamiliar . "Trite" also means overused , therefore it is a synonym for "hackneyed."

The transient rain poured down heavily and created a flash flood.

A synonym for "transient" is __________ .

long-lasting

superfluous

"Transient" means lasting a short time ; therefore, "ephemeral," meaning lasting a short time , is a synonym.

Unlike the fancy updo's of the other girls at the wedding, Sarah's hair blew brazenly in the breeze.

An antonym for "brazen" is __________ .

Brazen means unrestrained by convention; therefore, an antonym would be something meaning restrained . "Timid" means restrained .

In the following question, a related pair of words or phrases is followed by five pairs of words or phrases. Choose the pair that best expresses a relationship similar to that in the original pair.

metal : car

gold : ring

coffee : tea

book : paper

food : dinner

sunglasses : glass

Metal is a material used to make a car. Gold is a material used to make a ring.

In the following question, a related pair of words or phrases is followed by five pairs of words or phrases. Choose the pair that best expresses a relationship similar to that in the original pair.

prudent : reckless

orator : precocious

inconsequential : mundane

prosperity : superfluous

surreptitious : tenacious

submissive : intractable

The relationship between prudent and reckless is that they are antonyms. The only answer choice containing antonyms is submissive and intractable.

intrepid : indomitable

parched : satiated

florid : plain

opulent : scant

impetuous : impulsive

mundane : haughty

Intrepid means fearless, therefore intrepid and indomitable are synonyms and mean the same thing. The only answer choice with a synonym relationship is impetuous: impulsive.

Meredith was ecstatic and could not wait to tell her parents about the A she recieved on her midterm.

In the context of the passage, "ecstatic" most nearly means __________ .

mystical transcendence

extreme happiness

Extreme happiness is a definition of ecstatic and also fits into the sentence, since Meredith is happy about the grade she recieved. Devastated is the opposite of happy, and can be eliminated. Eager and impatient could fit the sentence, however, they are not definitions for ecstatic. Mystical transcendence is a definition for ecstatic, but does not fit into the context of this sentence; therefore, extreme happiness is what ecstatic most nearly means.

Passage 1: Questions 1-7 refer to the following passage, which is adapted from Three Men in a Boat (To Say Nothing of the Dog) , 1889, by Jerome K. Jerome.

There were four of us—George, and William Samuel Harris, and myself, and Montmorency. We were sitting in my room, smoking, and talking about how bad we were—bad from a medical point of view I mean, of course.

We were all feeling seedy, and we were getting quite nervous about it. Harris said he felt such extraordinary fits of giddiness come over him at times, that he hardly knew what he was doing; and then George said that he had fits of giddiness too, and hardly knew what he was doing. With me, it was my liver that was out of order. I knew it was my liver that was out of order, because I had just been reading a patent liver-pill circular, in which were detailed the various symptoms by which a man could tell when his liver was out of order. I had them all.

It is a most extraordinary thing, but I never read a patent medicine advertisement without being impelled to the conclusion that I am suffering from the particular disease therein dealt with in its most virulent form. The diagnosis seems in every case to correspond exactly with all the sensations that I have ever felt.

I remember going to the British Museum one day to read up the treatment for some slight ailment of which I had a touch—hay fever, I fancy it was. I got down the book, and read all I came to read; and then, in an unthinking moment, I idly turned the leaves, and began to indolently study diseases, generally. I forget which was the first distemper I plunged into—some fearful, devastating scourge, I know—and, before I had glanced half down the list of “premonitory symptoms,” it was borne in upon me that I had fairly got it.

I sat for awhile, frozen with horror; and then, in the listlessness of despair, I again turned over the pages. I came to typhoid fever—read the symptoms—discovered that I had typhoid fever, must have had it for months without knowing it—wondered what else I had got; turned up St. Vitus’s Dance—found, as I expected, that I had that too,—began to get interested in my case, and determined to sift it to the bottom, and so started alphabetically—read up ague, and learnt that I was sickening for it, and that the acute stage would commence in about another fortnight. Bright’s disease, I was relieved to find, I had only in a modified form, and, so far as that was concerned, I might live for years. Cholera I had, with severe complications; and diphtheria I seemed to have been born with. I plodded conscientiously through the twenty-six letters, and the only malady I could conclude I had not got was housemaid’s knee.

I felt rather hurt about this at first; it seemed somehow to be a sort of slight. Why hadn’t I got housemaid’s knee? Why this invidious reservation? After a while, however, less grasping feelings prevailed. I reflected that I had every other known malady in the pharmacology, and I grew less selfish, and determined to do without housemaid’s knee. Gout, in its most malignant stage, it would appear, had seized me without my being aware of it; and zymosis I had evidently been suffering with from boyhood. There were no more diseases after zymosis, so I concluded there was nothing else the matter with me.

As used in the second paragraph, “circular” most likely refers to __________ .

an instruction booklet

Round and widespread can immediately be rejected because they are adjectives, and the sentence calls for a noun. A “circular” is a pamphlet or advertisement (that is circulated ) rather than instructions that come with a drug.

Passage 1: Questions 1-7 refer to the following passage, which is adapted from Three Men in a Boat (To Say Nothing of the Dog) , 1889, by Jerome K. Jerome.

As used in the 6 th paragraph, “invidious” most nearly means __________ .

“Invidious” could mean either unjust or unpleasant , but because of the previous sentence “it seemed somehow to be a sort of slight,” we can infer that the narrator feels that the situation is unjust. The other two answers choices can be excluded not just because they do not have similar meanings to “invidious,” but also because they do not have the negative connotation that the context requires.

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10 tips for acing SAT reading

by Erica L. Meltzer | Sep 3, 2015 | SAT Reading | 3 comments

Note: this article is part of a two-part series. See also this post , which covers the multiple-choice grammar section.

1) Take a moment to understand the question before you jump to eliminate any answers

This is especially true when a question is worded in a complex/confusing way. High scorers often lose points because they don’t take a few seconds to think about what complicated questions are really asking. As a result, they are either unsure of what they’re looking for, or thinking in the wrong “direction” when they go to look to look at the choices. Then they get confused.

Good rule of thumb: if you find yourself saying “Huh?” after you read a question or answer, you need to take a few moments and clarify.

2) Keep moving through the passages – and the questions

Reading and re-reading confusing sections of a passage is one of the biggest causes of time problems. If you find yourself starting to loop over the same section, you must resist the temptation to reread over and over again. That section might only be relevant to a single question – or no questions at all. If you spend a lot of time on it, you’re likely to end up rushing later in the section and losing easy points.

As you work through the questions, you should be doing something – anything – to work toward the answers at all times. If you’re so confused that you can’t even figure out how to start working through a question, leave it and move on. You won’t get the answer by sitting and staring. Very rarely do high scorers have time problems because they’re spending too much time on every question. More often it’s a couple of questions that drain all their time. If you’re spot-on everywhere else, you can afford to guess on a question or two; you cannot afford to rush and get two or three questions wrong per set. Figure out where your weak spots are, and learn to work around them.

As a general rule, you should spend the minimum amount of time possible on easy questions while still working carefully enough not to make any careless errors. Your goal is to leave yourself as much time as possible to work through the hardest questions.

3) Do not EVER eliminate an answer because it confuses you

I’ve said it before, but I’ll say it again. There is absolutely no relationship between your understanding of an answer and whether that answer is right or wrong. If you’re not sure about an answer, leave it.

4) Be willing to go back and forth between the question and the passage multiple times

The answer will most likely not reveal itself to you if you just sit and look at the choices. You may need to go back and forth between the question and the passage four or five times, checking one specific thing out at each go. Do not – I repeat, do not – rely on your memory.

5) Read before/after the line references

A line reference tells you where a particular word or phrase is located – it does not tell you where the answer is. The answers could be in the lines cited, or it could be before/after. If you’ve understood the question and the section of the passage referenced, and still can’t find the answer, there’s a good chance you’re looking in the wrong spot.

If you’re dealing with a function/purpose question, there’s about a 50% chance the answer won’t be in the exact lines cited, but regardless of the question type, do not ever start or stop reading in the middle of a sentence .

Likewise, if you’re asked about something close the beginning/end of a paragraph, back up or read forward as necessary. Main ideas are usually at the beginnings/ends of paragraphs – when in doubt, focus on them.

6) Answer questions in your own words

If you’re a strong reader, spot an answer immediately, and are 100% certain it’s right, it’s fine to pick it and move on. When things are less clear-cut, however, it would strongly behoove you to get a general idea of what information the correct answer will contain, keeping in mind that it might be phrased in a very different way from the way you’d say it. Even doing something as simple as playing positive/negative can make the right answer virtually pop out at you.

To reiterate: you cannot rely on the answers already there 100% of the time. They are there to sound plausible, even if they’re no such thing. Defend yourself.

7) Practice keeping calm when you don’t know the answer right away

If you stand a serious chance of scoring an 800, there’s a good chance that you’re pretty good at recognizing correct answers. There’s also a pretty good chance that most of the questions you’re getting wrong are the ones you aren’t sure about in the first place. When this is the case, one of the biggest challenges tends to involve managing your reactions when you encounter questions you aren’t sure about right away. This might only happen three or four times throughout the test, but that’s enough to cost you.

From what I’ve observed, many students who fall into this category have a tendency to freeze, then panic, then guess. Learning to keep calm is a process; you have to practice it when you’re studying in order for the there to be any chance of your doing it during the actual test.

Stop, take a moment, re-read the question calmly, and make sure you’re crystal clear on what it’s asking. Once, you’ve fully processed what you’re being asked, you can probably get rid of an answer or two. As you work through the question, you might find yourself getting a clearer idea of what it’s asking for. If you don’t, pick one specific aspect of each remaining answer to check against the passage. If you’re stuck between a general and a specific answer, start with the more specific one.

When you go back to the passage, pay attention to strong language and major transitions and “interesting” punctuation ( however , therefore , but , colons, questions marks) since key information tends to be located right around them. If you’re unsure about what you’re looking for, focusing on these elements can make you suddenly notice things you missed the first time around.

8) Be willing to reconsider your original assumption

Sometimes you’ll understand a question, answer it in your own words, look at the answer choices… and find absolutely nothing that fits. When this happens, you must be willing to accept that the answer is coming from an unexpected angle, back up a couple of steps, and re-work through it from a different standpoint.

Reread the question carefully, make sure you haven’t overlooked something, get rid of answers that are clearly way off, and look at the remaining options anew.

9) Ask yourself what you’re missing

When you can’t figure out the answer, you must be willing to turn things back on yourself and ask yourself what it is you’re not seeing. Thoughts that start with, “But I think that the author is saying xxx…” will not get you to the answer. If you’ve understood the question and the answers and can’t connect one to the other, the answer must be coming from an angle you haven’t considered. You might need to read more literally, or you might have to consider an alternate meaning of a word. Embrace that fact, because fighting the test won’t change it.

10) Remember that the SAT can break its own “rules”

It’s undoubtedly a good idea to know some of the more common patterns of the test, e.g. “extreme” answers are usually wrong. If you’re seriously shooting for an 800, though, you must be willing to consider that on very rare occasions, there are exceptions. Sometimes the correct answer may include a word like always or never . You must find a balance between using the patterns of the test to your advantage and not getting so stuck on them that you let them override what’s actually going on in the passage.

Very good strategies. I will definitely be coming back to this site

Amazing took an online test and scored pretty high on it. Thank you so much!!!

Another tip would be to check the number of lines the passage has. If it’s around 80-95 ish it’s a passage you skim read, if its around 70 then it’s important you catch every detail but you shouldn’t slow down, regardless.

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How to Improve SAT Scores: Critical Thinking

Connections-thinking: it's critical, help your child "hitch".

At his informative website ( www.criticalreading.com ), author Dan Kurland describes what is happening when people think critically. Among other things, he notes, critical thinkers evaluate all reasonable possibilities surrounding the solution to a problem.

Kurland's not the only one to endorse a wide-net inclusion of alternatives. Journalist H.L. Mencken also noted that "for every complex problem, there is one solution that is simple, neat....and wrong!" Students will often "jump" at the first answer that seems right and then feel defeated when told that answer is not correct. Those willing to tolerate chaos for a while longer and to consider non-obvious ramifications of the situation can hone their critical thinking skills and prepare themselves for future, more-complex problems.

PATTERNS ON THE GO

IQ tests are filled with questions related to a learner's ability to find patterns-- some visual, some verbal, some mathematical. As your child gets closer and closer to college and even graduate school admission, he will continue to get

pattern-questions on various tests. (More about that below)

To illustrate: What letter clearly, visibly, proportionately, obviously does not belong in the diagram below?

Try this with your family. You will no doubt get some "good" answers. For example, the "c," because all the other letters are closed letters. Or, the "b," because--if letters could be said to be facing a certain way--they are all looking to the right, but the "b" is looking to the left. Or the "g," because it is out of order. (In the alphabet, it comes after, not before the letter "d.") Or even the "g," because it is the only letter that lies partially beneath the line. Or the "c," because it is the only "open" letter. Yes, all of these are good answers. But the only letter that is truly visibly and proportionately out of place is the letter "t."

Whenever you can, explore multiple possibilities to given situations. Develop critical thinking via connections-thinking such as answers to this question: "What if elephants could fly?" (Consider airports, big and study umbrellas, air traffic control, and so on.) Ask one such question a week of your family. Have an outside judge select his or her favorite and award a token prize to the "If-er of the Week."

Critical reason skills are vital for students wishing to well on the SAT examination, a test that at its core, is a reasoning test. At Think Tutoring, our SAT Prep program prepares students to succeed by not only mastering the fundamental skills of math, reading and writing, but recognizing patterns and applying deductive reasoning. Because the first and most obvious answer is not always the correct one.

For more information on our SAT Prep Program , call as 973-593-0050, or visit us at www.thinktutoring.com.

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Act boot , prepare for fall 2021 test dates.

These camps are week-long intensive introductory courses, designed for students who are just starting out, or who are looking for extra practice in a more structured environment. They run Monday through Friday from 9am-2:30pm. Read more to view the 2021 Summer Schedule.

Apr 18, 2023

How to improve critical thinking skills for the SAT exam in just three months

Updated: Jun 22, 2023

Preparing for the SAT exam can be a daunting task, especially when it comes to developing and improving critical thinking skills. However, with the right approach and mindset, you can significantly enhance your critical thinking abilities in just three months. Here are some tips to help you improve your critical thinking skills for the SAT exam:

Understand What Critical Thinking Is

Before you can improve your critical thinking skills, it's important to understand what it means. Critical thinking involves analyzing information, reasoning logically, and evaluating evidence to reach informed conclusions. It's about looking beyond the surface-level details of a problem or question and delving deeper to understand its complexities.

Practice Mindfulness

Being mindful can help you improve your critical thinking skills by allowing you to focus on the present moment and fully engage with the information you're analyzing. Take a few moments each day to practice mindfulness, whether it's through meditation, deep breathing exercises, or simply taking a walk outside and observing your surroundings.

Practice with Sample Questions

The SAT includes a variety of question types that require critical thinking skills, including reading comprehension questions, math problems, and logical reasoning questions. Practice with sample questions from past SAT exams to get a sense of the types of questions you'll be asked and to develop your critical thinking skills.

Learn to Recognize Logical Fallacies

Logical fallacies are errors in reasoning that can undermine an argument. Learning to recognize these fallacies is important for improving your critical thinking skills. Some common logical fallacies include ad hominem attacks, strawman arguments, and false dichotomies. By being able to recognize these fallacies, you can better evaluate the arguments presented in the SAT exam.

Practice Arguing Both Sides

A key aspect of critical thinking is being able to see both sides of an argument. Practice arguing both sides of a given issue, even if you don't agree with one of the positions. This will help you develop your ability to evaluate evidence and make logical deductions, regardless of your personal beliefs.

Focus on Clarity and Precision

Clear and precise thinking is essential for critical thinking. Practice expressing your thoughts and ideas clearly and concisely. Use specific language and avoid vague or ambiguous language. This will help you develop your ability to communicate your ideas effectively, both in writing and in speaking.

Collaborate with Others

Collaborating with others is a great way to improve your critical thinking skills. Discussing ideas and arguments with others can help you see different perspectives and challenge your assumptions. Collaborating with others can also help you develop your ability to communicate your ideas effectively.

Seek Out Feedback

Feedback is important for improving your critical thinking skills. Seek out feedback from teachers, tutors, or peers. Ask them to review your work and provide constructive feedback. Use this feedback to identify areas where you need to improve and to develop your critical thinking skills.

Think Outside the Box

Thinking outside the box is important for improving your critical thinking skills. Practice brainstorming and generating creative solutions to problems. This will help you develop your ability to think creatively and to see things from different perspectives.

Stay Informed

Staying informed about current events is important for improving your critical thinking skills. Read newspapers, watch news programs, and follow current events online. This will help you develop your ability to evaluate evidence and arguments presented in the media.

Take Breaks

taking breaks is important for critical thinking skills banner

Finally, taking breaks is important for improving your critical thinking skills. Your brain needs time to rest and recharge. Take breaks throughout the day to rest your mind and give yourself time to think. This will help you stay focused and engaged, and it will help you develop your ability to think critically over the long term.

Believe it or not, playing games can help improve your critical thinking skills. Games like chess, Sudoku, and crossword puzzles require you to think strategically, analyze patterns, and solve problems - all skills that are essential for the SAT. So, take a break from your SAT prep and play some games to help improve your critical thinking skills.

Work on Vocabulary

A strong vocabulary is essential for the SAT, as it will help you understand the passages and questions more easily. Work on expanding your vocabulary by reading widely, using flashcards, and practicing with SAT vocabulary lists. The more words you know, the better prepared you'll be to analyze and interpret complex information.

Practice Active Reading

Active reading is a technique that involves engaging with the text in a more critical way. When you read, take notes, underline important points, and ask yourself questions about the text. This will help you stay engaged with the material and develop your ability to analyze and interpret complex information .

Take Practice Tests

Taking practice tests is a great way to improve your critical thinking skills for the SAT. Practice tests will help you get a sense of the types of questions you'll be asked, the format of the exam, and the time constraints you'll be under. Use your practice test results to identify areas where you need to improve and focus your studying accordingly.

Practice Writing

Writing is another important skill for the SAT, and it requires critical thinking and analytical skills. Practice writing essays and argumentative pieces, and ask for feedback from teachers or peers. This will help you develop your ability to analyze and evaluate different perspectives, as well as your ability to express your own thoughts and ideas clearly.

Read Widely and Actively

Reading widely and actively is one of the most effective ways to improve your critical thinking skills. Read a variety of texts, including news articles, academic papers , and literature. When you read, actively engage with the material by asking questions, making connections, and drawing conclusions based on the evidence presented.

Use Thought Experiments

Thought experiments can be a powerful tool for improving your critical thinking skills. These are hypothetical scenarios or situations that allow you to think through complex problems and analyze them from different angles. Try creating your own thought experiments or working through ones you find online or in books.

Practice Logic Puzzles

Logic puzzles, such as Sudoku or crossword puzzles, can help you improve your critical thinking skills by requiring you to think logically and systematically. Practice these puzzles regularly to train your brain to think critically and identify patterns and connections.

Attend Workshops and Seminars

Attending workshops and seminars on critical thinking can be a great way to improve your skills. These events allow you to learn from experts in the field and engage with other students who are also working to improve their critical thinking abilities.

Participating in a Group Discussion banner

Participate in Group Discussions

Group discussions are a great way to improve your critical thinking skills by allowing you to engage with other perspectives and learn from others' insights. Find a study group or online forum where you can discuss SAT practice questions and other topics related to critical thinking.

Evaluate Your Own Thinking

To improve your critical thinking skills, it's important to evaluate your own thinking and identify areas for improvement. Take time to reflect on your own thought processes and consider whether you tend to jump to conclusions or make assumptions without fully considering the evidence.

Analyze Arguments

Analyzing arguments is a key component of critical thinking, and it's an important skill to develop for the SAT exam. Practice analyzing arguments by identifying the author's main point, evaluating the evidence presented, and considering alternative perspectives.

Seek out Different Perspectives

In order to develop your critical thinking skills, it's important to seek out different perspectives and opinions. This means reading articles and books from different viewpoints, engaging in debates and discussions, and challenging your own assumptions and biases. By exposing yourself to different perspectives, you'll develop your ability to analyze complex information and think critically about different issues.

Don't Give Up

Improving your critical thinking skills takes time and effort, so don't give up if you don't see immediate results. Keep practicing, reading, and analyzing, and remember that every step you take is helping you improve your skills. With time and dedication, you'll be well-prepared to tackle the critical thinking challenges of the SAT .

Ask Questions

Finally, one of the most important ways to improve your critical thinking skills is to ask questions. Don't be afraid to ask questions about the material you're studying or the SAT exam itself. Asking questions can help you better understand the material and identify areas where you need to improve.

In the end, improving your critical thinking skills for the SAT exam is not something that can be achieved overnight, but with the right approach and dedication, it's definitely possible to make significant progress in just three months. Remember to practice mindfulness, read widely and actively, use thought experiments and logic puzzles, attend workshops and seminars, participate in group discussions, evaluate your own thinking, analyze arguments, and ask questions. With these tips in mind, you'll be well on your way to developing the critical thinking skills you need to succeed on the SAT exam and beyond.

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Home » Resources » SAT Critical Reading Tips

SAT Critical Reading Tips

August 18, 2013

The SAT critical reading section is perhaps the most difficult section to improve relative to the other sections—especially for students who are not avid readers—but, like the other sections, you can certainly get better with practice.

Study vocabulary, early and often: .

Having a strong vocabulary is one of the cornerstones of good SAT critical reading performance. Without a strong vocabulary, you may not be able to fully understand the passage, questions, and answer choices. It’s frustrating to see a serious student who just doesn’t have time to improve his or her vocabulary enough before the test to see the point gains that he or she wants. Since developing your vocabulary takes time, start studying vocabulary as early as possible.

Learn to read carefully:

No number of tips or tricks is going to help you achieve truly excellent critical reading scores. The best strategy to do well on the SAT critical reading is to actually become a good reader. How do you do that? Well, one easy and effective technique for practice is simply to be very, very careful with your reading. After every word, sentence, and paragraph, pause to ask yourself if you’ve understood what you’re reading really means. You can even paraphrase it word-for-word and write it out. This is hard, and just a practice strategy because of limited time during the test, but the more you do it, the more your reading ability will improve.

Look for evidence:

Every SAT critical reading passage-based question is going to have evidence that supports the correct answer. The SAT is very systematic in this way, and not subjective. So, when practicing, make sure to find the evidence for every single answer. If you practice with this strategy, you’ll find that you’ll start to see the patterns among questions, and answering them will become easier. Once you get to the test, you won’t have to think so deliberately about finding evidence for each answer, but make sure to always use this technique for challenging questions.

Use individual words to identify correct answers:

When comparing answer choices, look specifically for individual words that will break a tie between two choices. The SAT tests your ability to see differences between answer choices at the word level, so read carefully and look for specific words that either qualify or disqualify your answers.

Obsessively review your wrong answers:

The only way to learn from a mistake is to understand what you did incorrectly AND internalize the correct way to answer a question. So, keep a running list of every single problem you got wrong, make sure to review each one immediately after grading it, and go back periodically (every two weeks or so) to review until you will are sick of seeing the problem. Do this review carefully: don’t just skim over the problem and recall the answer. Rather, read the problem carefully, diagnose what you got wrong and why, note down any challenging vocabulary words, and replay the problem in your head until you get it correct.

Looking for SAT tutoring that will help boost your reading comprehension? Try a Signet Education expert SAT coach .

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Mastering the SAT and ACT: 5 Must-Have Critical Thinking Tools

The SAT and ACT are not just assessments of academic knowledge but also of a student's ability to reason and think critically. Success on these tests requires more than rote memorization; it demands the application of higher-order cognitive skills.

In this article, we explore five key ways in which reasoning and critical thinking play a pivotal role in achieving success on the SAT and ACT.

1) Problem Solving in Math

A significant portion of both the SAT and ACT is dedicated to testing mathematical proficiency. However, it's not merely about memorizing formulas and executing calculations. Rather, these tests assess the ability to analyze and solve complex problems using critical thinking skills. Test-takers are often presented with real-world scenarios that require not only a strong grasp of mathematical concepts but also the ability to reason through the problem, identify relevant information, and choose the most effective problem-solving strategy.

When attacking questions on the Math sections of the SAT and ACT, don’t reflexively just start doing Math! Instead, give yourself a chance to think first about how to approach the questions effectively, since this is what the tests are designed to reward! Be a problem-solver, not a Math doer!

2) Author’s Purpose in Reading Comprehension

The verbal sections of the SAT and ACT, particularly the reading comprehension portions, assess a student's ability to understand complex texts, draw inferences, and evaluate arguments. Critical thinking is essential for navigating through dense passages, identifying the main ideas, and discerning the author's tone and purpose.

As you read, don't just get lost in the details. The key is to get an understanding of the big picture. Questions that ask about the details will be easy to answer by glancing back at the passage and rereading those details. But questions that ask you to draw inferences based on your understanding of the main point of the passage or of the function of a part of the passage will be difficult to answer if you don't have a good understanding of the author's purpose and tone as you read.

3) “Grammar” Questions are Not Just About Grammar

On the grammar-based questions on the SAT and ACT, reasoning and critical thinking skills take center stage, playing a pivotal role in distinguishing high-performing test-takers. Beyond a mere test of grammatical rules, these sections assess a student's ability to apply logic and reasoning to written language . Questions often deal with issues of meaning, such as logical comparisons and misplaced modifiers, and test takers who are merely focused on grammar rules will often miss questions like this.

Similar to reading comprehension, it's important to read for meaning and for the author's intention. On the ACT, just jumping from one blank to the next without considering the text that comes between all of the blanks is a recipe for making unforced errors. Often that text contains key clues that are needed to answer the questions that follow.

4) Data Interpretation, Analysis, and Drawing Inferences

The SAT Math section and ACT Science section also include questions that require students to interpret and analyze data presented in various formats, such as charts, graphs, and tables. The ability to reason through data sets, identify trends, and draw meaningful conclusions is a vital skill assessed in both of these sections.

For example, a science question might present a set of experimental data, and test-takers are tasked with drawing conclusions or making predictions based on that data. This process involves more than just recalling scientific facts; it demands the application of critical thinking to analyze the experimental design, identify variables, and draw inferences about the results.

5) Executive Function: Time Management and Decision Making

The SAT and ACT are timed tests, adding an extra layer of complexity. Effective time management is crucial, and the ability to make strategic decisions about which questions to tackle first is a reflection of sound critical thinking skills.

All too often test takers foolishly squander time on questions that they are unlikely to get right, particularly on the Math sections of the test. It is critical to “play the long game” and realize that it’s better to focus on the questions that you know you can get right (and in a reasonable amount of time) and come back to questions that you are less sure about. T he above is easier said than done, but effective time management is crucial to success on the tests, especially the ACT where timing is so tight on most of the sections.

Wrapping Up

Success on the SAT and ACT is not solely dependent on academic knowledge but equally on the application of reasoning and critical thinking skills. Whether solving math problems, comprehending complex texts, breaking down sentence structure, analyzing data, or managing time effectively, students need to engage in higher-order cognitive processes . Recognizing the importance of these skills and actively cultivating them can significantly increase your score on the SAT and ACT!

Reason Test Prep (RTP) offers elite online prep for the SAT and ACT. The team at RTP has more than two decades of experience helping test-takers achieve top scores on the SAT and ACT and has helped students gain access to nearly all of the top universities in the U.S. Having done online tutoring since 2011, the tutors at RTP have worked with students in over 40 countries around the world, including those at international schools and top boarding schools in the U.S. and abroad. RTP’s focus is on the reasoning, critical thinking, and problem-solving aspects of the test, the very skills that the SAT and ACT aim to measure and reward.

Here’s where you can find out more about Reason Test Prep :

https://reasontestprep.com/

[email protected]

Brian Prestia, a Yale graduate and esteemed test-prep veteran, founded Reason Test Prep with 20+ years of experience in SAT, ACT, GMAT, and GRE coaching. With perfect SAT and near-perfect ACT, GMAT, and GRE scores, he has tutored nearly 1,000 students globally, guiding them into top universities and graduate schools. Holding History degrees and prior experience as a college professor, Brian's passion for teaching extends to instilling critical thinking and lifelong learning in students and educators at Reason Test Prep.

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SAT Critical Thinking Prep Course (Summer)

Summer term june to august.

Our SAT Critical Thinking course description: In this course, we will sharpen the essential reasoning skills that students need to succeed in high school and beyond. We will develop their abilities to read passages quickly and efficiently, identifying which parts are most important. We will also teach students to approach texts as critics, and not simply passive observers, showing them that understanding what an author is trying to do is only a starting point, and that true comprehension involves being able to identify the author’s successes and failures. We will place a heavy emphasis on logic and mathematical reasoning.

This description can be used for college applications and college summer programs. I routinely write letters of recommendation for students stating that they participated in a critical thinking course with Lee Academics. Our Critical Thinking Course will teach students to think with the medium of SAT questions.

Lee Academics SAT Critical Thinking Course (120 hours) includes:

60+ instructional hours of lessons.
36 office hours.
8 proctored exams
Makeup lessons as needed
Access to 60+ real College Board SAT exams. It is highly advantageous to study many exams.
Social science
Informative
2 SAT writing and language use books with questions by type (968 questions, 404 pages total)
The heart of algebra
Problem solving and data analysis
Passport to Advance math
Additional topics in math

Reading, English, Science

Critical reading section – introduction to and procedure for each of the segments
Critical reading (more in depth) – analyzing and deconstructing difficult passages with the intent of improving general critical reading skills as well as attempting to define words by context alone.
English section – grammar, rules and tips.
The test – How to read the test makers. Lee Academics teachers can answer questions on the SAT critical reading sections with more than 50% accuracy without reading the relevant passages. Our teachers can also get close to 50% correct without even reading the question based on certain tells.
Essential guessing and test taking strategies (no scoring penalty for the SAT).
Basic Introduction to the SAT – What it is, time periods, how it’s graded.
SAT science passage – How to analyze and interpret scientific passages, charts and graphs.

Lee Academics SAT Critical Thinking teachers:

Mamie Lee Nicholson: My math students will have the extreme advantage of working with me on the SAT math. I already know your math skill level. I know your school math books and teachers. I will know how to teach you the SAT math based on our math experience together and my vast experience with the local school districts books and teachers. Many of you are already familiar with my style of teaching. Some of the other prep companies have multiple math instructors teaching different topics in math. Learning various teaching styles can be confusing. As in my math tutoring prep courses, I have a plethora of material to draw from to teach students concepts for the SAT. Additionally, based on a student’s school, teacher and percent earned in the math class, I will know that student’s ability level. For 3 decades, I have taught students from many of the bay area tri-city schools and private schools. Additionally, Lee Academics has also taught SAT, ACT, math, philosophy courses and Pathways to College for the James Logan High School forensics team with Dr. Tommie Lindsey . I am so fortunate to do what I love every day. I love teaching math and talking about education. It is amazing to wake up each day and shine light to those in “math darkness,” to be able to build students minds, to promote education. I am so privileged to work with so many great students, parents and educators. Many of my students become my friends. Thanks for the great adventure.
Scott Nicholson: Scott started teaching SAT for Lee Academics as a sophomore in high school. Many of his SAT and ACT students attribute their success on the English, reading, writing and science to Scott’s teaching. Over his years of teaching, Scott has developed methods of teaching to make reading comprehension easier for students. Some students report being able to hear Scott as they take the SAT or ACT exams. Scott had a 4.7 GPA at James Logan High School. In Scott’s high school junior and senior years and as a Lee Academics instructor, Scott taught SAT/ACT at James Logan High School for Dr. Tommie Lindsey’s speech and debate team. Scott attended Rice University with a 4-year half tuition scholarship and a 2-year research fellowship before returning to California for medical reasons, finishing his degree at UC Davis. Scott is a National Merit Finalist and received many full-ride scholarship offers.
Chris Nicholson: Chris graduated from Yale Law School in 2013. He is currently a PhD candidate in philosophy at the University of Michigan Ann Arbor, where he has taught several classes. In the 2017-2018 school year he took a break from his studies to serve as an instructor teaching philosophy and law at his undergraduate alma mater, the University of Alabama; one of his students was recently accepted to Harvard Law School. Many credit him with improving their LSAT scores by several points, especially on the logic games section. Lee Academics is proud and fortunate to employ a highly skilled, trained and educated instructor. Our students will benefit from being taught by a graduate of top universities. Yale Law School enrolls 200 students annually and has been ranked number one every year by the US News and World Report. The University of Michigan’s philosophy graduate program is ranked fifth in the world by the Philosophical Gourmet Report and enrolls about five students each year. As a high school speech and debate competitor Chris won and placed highly at numerous tournaments, competing in parliamentary debate, public forum debate, extemporaneous speaking, and impromptu speaking. Chris coached for the James Logan Forensics Team for five years after high school. His students have won the California state championship and reached the final round of the national championship. As a Lee Academics instructor, Chris taught SAT/ACT and philosophy at James Logan. He has coached the Pioneer High School ethics bowl team in Ann Arbor for three years. His A team reached the quarterfinals of the Michigan state championship in February 2019. His B team defied expectations and went 7-0 to win the state championship.
Jessica Nicholson: Jessica graduated from UCLA. She was accepted into UC Berkeley, UC San Diego, UC Davis and many top universities. Jessica received full ride offers and many great merit packages. Jessica taught math from age 13 and came up with “The Jessie trick” for graphing. She noticed a pattern while graphing and taught it to me. Jessica was using “a, h, k” transformations long before common core made is a part of many chapters. She did not graph with routine “T charting” until precalculus when her teacher required it. Jessica taught 2 groups of 6 physics and honors physics students while she was a junior in high school. Most of her students received A grades. As a Lee Academics instructor, Jessica taught at James Logan.

Advantages of SAT test prep with Lee Academics:

Our instructors will teach students to understand words. We teach students to break up words into components.
Students will learn how to analyze the meaning of these vocabulary words.
Most classes are 10-15 students
During some lessons, multiple teachers will with various individual students and/or small groups of students. A teacher will work one on one with a student, while second teacher works with the main group. A third teacher may work one on one with another student or with a small group, specially going over the students’ questions.
Our teachers will go over student’s mistakes so that they can learn the concepts missed. This will be done individually, small groups or with the main class.
We will use many practice SAT questions in our Critical Thinking Course. We will go over your questions. For the math, Mamie will teach you the background math of each problem. This will help students to do problems of similar topics.
Mamie has extremely detailed knowledge of the SAT. Mamie teaches all math/SAT/PSAT/ACT/AP calculus. Mamie is familiar with the teaching styles of many local math teachers. Based on who a student’s math teachers have been, Mamie will usually know about a student’s math knowledge level.
Mamie will teach tricks and shortcuts to make math problems easier.
Geometry is a foreign language to some students. Mamie will teach the geometry necessary for the SAT test.
Mamie will teach a math logic in class. Some SAT problems can be logic based.

Many of Lee Academics SAT students do very well on their first try at the SAT. Work hard. Aim high. We will help you to get the score of your dreams.

SAT Critical Thinking Course cost and discounts – Please email for details. Group rates are offered for students registering for a SAT Critical Thinking Course with concurrent enrollment of students new to Lee Academics.

Sample homework and calendar email – Homework emails will be sent periodically with assignment.

SAT 2019 homework, week 4 and 5 assignment – sent on July 10, 2019

College Board book – Scan all tests answers from your bubble sheet onto the College Board website.

Here is the link for the bubble sheet. https://collegereadiness.collegeboard.org/pdf/sat-practice-answer-sheet.pdf

Bring your Scantron to class and your phone if you need help inputting your Scantron on your phone for College Board to score. If College Board has scored your exam, mark the ones that you missed. Put your score on top for English and math. Bring a copy to leave at lessons. Your homework tests scores will be added to your personal Lee Academics scoring sheets that was emailed to each of you and your parents.

Chapters 20 and 21 – Due Wednesday, July 17 week 4. Do problems here: https://www.khanacademy.org/sat As you miss questions, Khan Academy will send you fresh problems like the ones that you miss. You want to keep practicing until you perfect a concept. You can do 20+ problems on a single problem type until mastery is achieved. Work on this for one to 2 hours a day as time permits. Many of the College Board math concepts are algebra 1 based (in the algebra 2 book as well).
Chapters 6, 7, 8 – Do the practice problems online. (Assigned before week 1.)
Chapters 9 and 10 – Do these practice reading and writing test online. (Assigned before week 1.)
Test 3 pg 1081 – Due Monday, July 22 week 5. Do this exam is you have mastery on chapters 6-21 in the SAT book.
Test 8 and 9 from week 3

Released Exams assigned/covered so far:

College Board released tests

2018 May Asia (proctored on 6-30-19)
2017 April (proctored on 7-9-19)
2016 March – in class work (reading)
SAT writing and language use by topic: book 1
SAT math book by topic: books 1 and 2

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Critical Thinking

Critical thinking is a widely accepted educational goal. Its definition is contested, but the competing definitions can be understood as differing conceptions of the same basic concept: careful thinking directed to a goal. Conceptions differ with respect to the scope of such thinking, the type of goal, the criteria and norms for thinking carefully, and the thinking components on which they focus. Its adoption as an educational goal has been recommended on the basis of respect for students’ autonomy and preparing students for success in life and for democratic citizenship. “Critical thinkers” have the dispositions and abilities that lead them to think critically when appropriate. The abilities can be identified directly; the dispositions indirectly, by considering what factors contribute to or impede exercise of the abilities. Standardized tests have been developed to assess the degree to which a person possesses such dispositions and abilities. Educational intervention has been shown experimentally to improve them, particularly when it includes dialogue, anchored instruction, and mentoring. Controversies have arisen over the generalizability of critical thinking across domains, over alleged bias in critical thinking theories and instruction, and over the relationship of critical thinking to other types of thinking.

2.1 Dewey’s Three Main Examples

2.2 dewey’s other examples, 2.3 further examples, 2.4 non-examples, 3. the definition of critical thinking, 4. its value, 5. the process of thinking critically, 6. components of the process, 7. contributory dispositions and abilities, 8.1 initiating dispositions, 8.2 internal dispositions, 9. critical thinking abilities, 10. required knowledge, 11. educational methods, 12.1 the generalizability of critical thinking, 12.2 bias in critical thinking theory and pedagogy, 12.3 relationship of critical thinking to other types of thinking, other internet resources, related entries.

Use of the term ‘critical thinking’ to describe an educational goal goes back to the American philosopher John Dewey (1910), who more commonly called it ‘reflective thinking’. He defined it as

active, persistent and careful consideration of any belief or supposed form of knowledge in the light of the grounds that support it, and the further conclusions to which it tends. (Dewey 1910: 6; 1933: 9)

and identified a habit of such consideration with a scientific attitude of mind. His lengthy quotations of Francis Bacon, John Locke, and John Stuart Mill indicate that he was not the first person to propose development of a scientific attitude of mind as an educational goal.

In the 1930s, many of the schools that participated in the Eight-Year Study of the Progressive Education Association (Aikin 1942) adopted critical thinking as an educational goal, for whose achievement the study’s Evaluation Staff developed tests (Smith, Tyler, & Evaluation Staff 1942). Glaser (1941) showed experimentally that it was possible to improve the critical thinking of high school students. Bloom’s influential taxonomy of cognitive educational objectives (Bloom et al. 1956) incorporated critical thinking abilities. Ennis (1962) proposed 12 aspects of critical thinking as a basis for research on the teaching and evaluation of critical thinking ability.

Since 1980, an annual international conference in California on critical thinking and educational reform has attracted tens of thousands of educators from all levels of education and from many parts of the world. Also since 1980, the state university system in California has required all undergraduate students to take a critical thinking course. Since 1983, the Association for Informal Logic and Critical Thinking has sponsored sessions in conjunction with the divisional meetings of the American Philosophical Association (APA). In 1987, the APA’s Committee on Pre-College Philosophy commissioned a consensus statement on critical thinking for purposes of educational assessment and instruction (Facione 1990a). Researchers have developed standardized tests of critical thinking abilities and dispositions; for details, see the Supplement on Assessment . Educational jurisdictions around the world now include critical thinking in guidelines for curriculum and assessment.

For details on this history, see the Supplement on History .

2. Examples and Non-Examples

Before considering the definition of critical thinking, it will be helpful to have in mind some examples of critical thinking, as well as some examples of kinds of thinking that would apparently not count as critical thinking.

Dewey (1910: 68–71; 1933: 91–94) takes as paradigms of reflective thinking three class papers of students in which they describe their thinking. The examples range from the everyday to the scientific.

Transit : “The other day, when I was down town on 16th Street, a clock caught my eye. I saw that the hands pointed to 12:20. This suggested that I had an engagement at 124th Street, at one o’clock. I reasoned that as it had taken me an hour to come down on a surface car, I should probably be twenty minutes late if I returned the same way. I might save twenty minutes by a subway express. But was there a station near? If not, I might lose more than twenty minutes in looking for one. Then I thought of the elevated, and I saw there was such a line within two blocks. But where was the station? If it were several blocks above or below the street I was on, I should lose time instead of gaining it. My mind went back to the subway express as quicker than the elevated; furthermore, I remembered that it went nearer than the elevated to the part of 124th Street I wished to reach, so that time would be saved at the end of the journey. I concluded in favor of the subway, and reached my destination by one o’clock.” (Dewey 1910: 68–69; 1933: 91–92)

Ferryboat : “Projecting nearly horizontally from the upper deck of the ferryboat on which I daily cross the river is a long white pole, having a gilded ball at its tip. It suggested a flagpole when I first saw it; its color, shape, and gilded ball agreed with this idea, and these reasons seemed to justify me in this belief. But soon difficulties presented themselves. The pole was nearly horizontal, an unusual position for a flagpole; in the next place, there was no pulley, ring, or cord by which to attach a flag; finally, there were elsewhere on the boat two vertical staffs from which flags were occasionally flown. It seemed probable that the pole was not there for flag-flying.

“I then tried to imagine all possible purposes of the pole, and to consider for which of these it was best suited: (a) Possibly it was an ornament. But as all the ferryboats and even the tugboats carried poles, this hypothesis was rejected. (b) Possibly it was the terminal of a wireless telegraph. But the same considerations made this improbable. Besides, the more natural place for such a terminal would be the highest part of the boat, on top of the pilot house. (c) Its purpose might be to point out the direction in which the boat is moving.

“In support of this conclusion, I discovered that the pole was lower than the pilot house, so that the steersman could easily see it. Moreover, the tip was enough higher than the base, so that, from the pilot’s position, it must appear to project far out in front of the boat. Moreover, the pilot being near the front of the boat, he would need some such guide as to its direction. Tugboats would also need poles for such a purpose. This hypothesis was so much more probable than the others that I accepted it. I formed the conclusion that the pole was set up for the purpose of showing the pilot the direction in which the boat pointed, to enable him to steer correctly.” (Dewey 1910: 69–70; 1933: 92–93)

Bubbles : “In washing tumblers in hot soapsuds and placing them mouth downward on a plate, bubbles appeared on the outside of the mouth of the tumblers and then went inside. Why? The presence of bubbles suggests air, which I note must come from inside the tumbler. I see that the soapy water on the plate prevents escape of the air save as it may be caught in bubbles. But why should air leave the tumbler? There was no substance entering to force it out. It must have expanded. It expands by increase of heat, or by decrease of pressure, or both. Could the air have become heated after the tumbler was taken from the hot suds? Clearly not the air that was already entangled in the water. If heated air was the cause, cold air must have entered in transferring the tumblers from the suds to the plate. I test to see if this supposition is true by taking several more tumblers out. Some I shake so as to make sure of entrapping cold air in them. Some I take out holding mouth downward in order to prevent cold air from entering. Bubbles appear on the outside of every one of the former and on none of the latter. I must be right in my inference. Air from the outside must have been expanded by the heat of the tumbler, which explains the appearance of the bubbles on the outside. But why do they then go inside? Cold contracts. The tumbler cooled and also the air inside it. Tension was removed, and hence bubbles appeared inside. To be sure of this, I test by placing a cup of ice on the tumbler while the bubbles are still forming outside. They soon reverse” (Dewey 1910: 70–71; 1933: 93–94).

Dewey (1910, 1933) sprinkles his book with other examples of critical thinking. We will refer to the following.

Weather : A man on a walk notices that it has suddenly become cool, thinks that it is probably going to rain, looks up and sees a dark cloud obscuring the sun, and quickens his steps (1910: 6–10; 1933: 9–13).

Disorder : A man finds his rooms on his return to them in disorder with his belongings thrown about, thinks at first of burglary as an explanation, then thinks of mischievous children as being an alternative explanation, then looks to see whether valuables are missing, and discovers that they are (1910: 82–83; 1933: 166–168).

Typhoid : A physician diagnosing a patient whose conspicuous symptoms suggest typhoid avoids drawing a conclusion until more data are gathered by questioning the patient and by making tests (1910: 85–86; 1933: 170).

Blur : A moving blur catches our eye in the distance, we ask ourselves whether it is a cloud of whirling dust or a tree moving its branches or a man signaling to us, we think of other traits that should be found on each of those possibilities, and we look and see if those traits are found (1910: 102, 108; 1933: 121, 133).

Suction pump : In thinking about the suction pump, the scientist first notes that it will draw water only to a maximum height of 33 feet at sea level and to a lesser maximum height at higher elevations, selects for attention the differing atmospheric pressure at these elevations, sets up experiments in which the air is removed from a vessel containing water (when suction no longer works) and in which the weight of air at various levels is calculated, compares the results of reasoning about the height to which a given weight of air will allow a suction pump to raise water with the observed maximum height at different elevations, and finally assimilates the suction pump to such apparently different phenomena as the siphon and the rising of a balloon (1910: 150–153; 1933: 195–198).

Diamond : A passenger in a car driving in a diamond lane reserved for vehicles with at least one passenger notices that the diamond marks on the pavement are far apart in some places and close together in others. Why? The driver suggests that the reason may be that the diamond marks are not needed where there is a solid double line separating the diamond lane from the adjoining lane, but are needed when there is a dotted single line permitting crossing into the diamond lane. Further observation confirms that the diamonds are close together when a dotted line separates the diamond lane from its neighbour, but otherwise far apart.

Rash : A woman suddenly develops a very itchy red rash on her throat and upper chest. She recently noticed a mark on the back of her right hand, but was not sure whether the mark was a rash or a scrape. She lies down in bed and thinks about what might be causing the rash and what to do about it. About two weeks before, she began taking blood pressure medication that contained a sulfa drug, and the pharmacist had warned her, in view of a previous allergic reaction to a medication containing a sulfa drug, to be on the alert for an allergic reaction; however, she had been taking the medication for two weeks with no such effect. The day before, she began using a new cream on her neck and upper chest; against the new cream as the cause was mark on the back of her hand, which had not been exposed to the cream. She began taking probiotics about a month before. She also recently started new eye drops, but she supposed that manufacturers of eye drops would be careful not to include allergy-causing components in the medication. The rash might be a heat rash, since she recently was sweating profusely from her upper body. Since she is about to go away on a short vacation, where she would not have access to her usual physician, she decides to keep taking the probiotics and using the new eye drops but to discontinue the blood pressure medication and to switch back to the old cream for her neck and upper chest. She forms a plan to consult her regular physician on her return about the blood pressure medication.

Candidate : Although Dewey included no examples of thinking directed at appraising the arguments of others, such thinking has come to be considered a kind of critical thinking. We find an example of such thinking in the performance task on the Collegiate Learning Assessment (CLA+), which its sponsoring organization describes as

a performance-based assessment that provides a measure of an institution’s contribution to the development of critical-thinking and written communication skills of its students. (Council for Aid to Education 2017)

A sample task posted on its website requires the test-taker to write a report for public distribution evaluating a fictional candidate’s policy proposals and their supporting arguments, using supplied background documents, with a recommendation on whether to endorse the candidate.

Immediate acceptance of an idea that suggests itself as a solution to a problem (e.g., a possible explanation of an event or phenomenon, an action that seems likely to produce a desired result) is “uncritical thinking, the minimum of reflection” (Dewey 1910: 13). On-going suspension of judgment in the light of doubt about a possible solution is not critical thinking (Dewey 1910: 108). Critique driven by a dogmatically held political or religious ideology is not critical thinking; thus Paulo Freire (1968 [1970]) is using the term (e.g., at 1970: 71, 81, 100, 146) in a more politically freighted sense that includes not only reflection but also revolutionary action against oppression. Derivation of a conclusion from given data using an algorithm is not critical thinking.

What is critical thinking? There are many definitions. Ennis (2016) lists 14 philosophically oriented scholarly definitions and three dictionary definitions. Following Rawls (1971), who distinguished his conception of justice from a utilitarian conception but regarded them as rival conceptions of the same concept, Ennis maintains that the 17 definitions are different conceptions of the same concept. Rawls articulated the shared concept of justice as

a characteristic set of principles for assigning basic rights and duties and for determining… the proper distribution of the benefits and burdens of social cooperation. (Rawls 1971: 5)

Bailin et al. (1999b) claim that, if one considers what sorts of thinking an educator would take not to be critical thinking and what sorts to be critical thinking, one can conclude that educators typically understand critical thinking to have at least three features.

It is done for the purpose of making up one’s mind about what to believe or do.
The person engaging in the thinking is trying to fulfill standards of adequacy and accuracy appropriate to the thinking.
The thinking fulfills the relevant standards to some threshold level.

One could sum up the core concept that involves these three features by saying that critical thinking is careful goal-directed thinking. This core concept seems to apply to all the examples of critical thinking described in the previous section. As for the non-examples, their exclusion depends on construing careful thinking as excluding jumping immediately to conclusions, suspending judgment no matter how strong the evidence, reasoning from an unquestioned ideological or religious perspective, and routinely using an algorithm to answer a question.

If the core of critical thinking is careful goal-directed thinking, conceptions of it can vary according to its presumed scope, its presumed goal, one’s criteria and threshold for being careful, and the thinking component on which one focuses. As to its scope, some conceptions (e.g., Dewey 1910, 1933) restrict it to constructive thinking on the basis of one’s own observations and experiments, others (e.g., Ennis 1962; Fisher & Scriven 1997; Johnson 1992) to appraisal of the products of such thinking. Ennis (1991) and Bailin et al. (1999b) take it to cover both construction and appraisal. As to its goal, some conceptions restrict it to forming a judgment (Dewey 1910, 1933; Lipman 1987; Facione 1990a). Others allow for actions as well as beliefs as the end point of a process of critical thinking (Ennis 1991; Bailin et al. 1999b). As to the criteria and threshold for being careful, definitions vary in the term used to indicate that critical thinking satisfies certain norms: “intellectually disciplined” (Scriven & Paul 1987), “reasonable” (Ennis 1991), “skillful” (Lipman 1987), “skilled” (Fisher & Scriven 1997), “careful” (Bailin & Battersby 2009). Some definitions specify these norms, referring variously to “consideration of any belief or supposed form of knowledge in the light of the grounds that support it and the further conclusions to which it tends” (Dewey 1910, 1933); “the methods of logical inquiry and reasoning” (Glaser 1941); “conceptualizing, applying, analyzing, synthesizing, and/or evaluating information gathered from, or generated by, observation, experience, reflection, reasoning, or communication” (Scriven & Paul 1987); the requirement that “it is sensitive to context, relies on criteria, and is self-correcting” (Lipman 1987); “evidential, conceptual, methodological, criteriological, or contextual considerations” (Facione 1990a); and “plus-minus considerations of the product in terms of appropriate standards (or criteria)” (Johnson 1992). Stanovich and Stanovich (2010) propose to ground the concept of critical thinking in the concept of rationality, which they understand as combining epistemic rationality (fitting one’s beliefs to the world) and instrumental rationality (optimizing goal fulfillment); a critical thinker, in their view, is someone with “a propensity to override suboptimal responses from the autonomous mind” (2010: 227). These variant specifications of norms for critical thinking are not necessarily incompatible with one another, and in any case presuppose the core notion of thinking carefully. As to the thinking component singled out, some definitions focus on suspension of judgment during the thinking (Dewey 1910; McPeck 1981), others on inquiry while judgment is suspended (Bailin & Battersby 2009, 2021), others on the resulting judgment (Facione 1990a), and still others on responsiveness to reasons (Siegel 1988). Kuhn (2019) takes critical thinking to be more a dialogic practice of advancing and responding to arguments than an individual ability.

In educational contexts, a definition of critical thinking is a “programmatic definition” (Scheffler 1960: 19). It expresses a practical program for achieving an educational goal. For this purpose, a one-sentence formulaic definition is much less useful than articulation of a critical thinking process, with criteria and standards for the kinds of thinking that the process may involve. The real educational goal is recognition, adoption and implementation by students of those criteria and standards. That adoption and implementation in turn consists in acquiring the knowledge, abilities and dispositions of a critical thinker.

Conceptions of critical thinking generally do not include moral integrity as part of the concept. Dewey, for example, took critical thinking to be the ultimate intellectual goal of education, but distinguished it from the development of social cooperation among school children, which he took to be the central moral goal. Ennis (1996, 2011) added to his previous list of critical thinking dispositions a group of dispositions to care about the dignity and worth of every person, which he described as a “correlative” (1996) disposition without which critical thinking would be less valuable and perhaps harmful. An educational program that aimed at developing critical thinking but not the correlative disposition to care about the dignity and worth of every person, he asserted, “would be deficient and perhaps dangerous” (Ennis 1996: 172).

Dewey thought that education for reflective thinking would be of value to both the individual and society; recognition in educational practice of the kinship to the scientific attitude of children’s native curiosity, fertile imagination and love of experimental inquiry “would make for individual happiness and the reduction of social waste” (Dewey 1910: iii). Schools participating in the Eight-Year Study took development of the habit of reflective thinking and skill in solving problems as a means to leading young people to understand, appreciate and live the democratic way of life characteristic of the United States (Aikin 1942: 17–18, 81). Harvey Siegel (1988: 55–61) has offered four considerations in support of adopting critical thinking as an educational ideal. (1) Respect for persons requires that schools and teachers honour students’ demands for reasons and explanations, deal with students honestly, and recognize the need to confront students’ independent judgment; these requirements concern the manner in which teachers treat students. (2) Education has the task of preparing children to be successful adults, a task that requires development of their self-sufficiency. (3) Education should initiate children into the rational traditions in such fields as history, science and mathematics. (4) Education should prepare children to become democratic citizens, which requires reasoned procedures and critical talents and attitudes. To supplement these considerations, Siegel (1988: 62–90) responds to two objections: the ideology objection that adoption of any educational ideal requires a prior ideological commitment and the indoctrination objection that cultivation of critical thinking cannot escape being a form of indoctrination.

Despite the diversity of our 11 examples, one can recognize a common pattern. Dewey analyzed it as consisting of five phases:

suggestions , in which the mind leaps forward to a possible solution;
an intellectualization of the difficulty or perplexity into a problem to be solved, a question for which the answer must be sought;
the use of one suggestion after another as a leading idea, or hypothesis , to initiate and guide observation and other operations in collection of factual material;
the mental elaboration of the idea or supposition as an idea or supposition ( reasoning , in the sense on which reasoning is a part, not the whole, of inference); and
testing the hypothesis by overt or imaginative action. (Dewey 1933: 106–107; italics in original)

The process of reflective thinking consisting of these phases would be preceded by a perplexed, troubled or confused situation and followed by a cleared-up, unified, resolved situation (Dewey 1933: 106). The term ‘phases’ replaced the term ‘steps’ (Dewey 1910: 72), thus removing the earlier suggestion of an invariant sequence. Variants of the above analysis appeared in (Dewey 1916: 177) and (Dewey 1938: 101–119).

The variant formulations indicate the difficulty of giving a single logical analysis of such a varied process. The process of critical thinking may have a spiral pattern, with the problem being redefined in the light of obstacles to solving it as originally formulated. For example, the person in Transit might have concluded that getting to the appointment at the scheduled time was impossible and have reformulated the problem as that of rescheduling the appointment for a mutually convenient time. Further, defining a problem does not always follow after or lead immediately to an idea of a suggested solution. Nor should it do so, as Dewey himself recognized in describing the physician in Typhoid as avoiding any strong preference for this or that conclusion before getting further information (Dewey 1910: 85; 1933: 170). People with a hypothesis in mind, even one to which they have a very weak commitment, have a so-called “confirmation bias” (Nickerson 1998): they are likely to pay attention to evidence that confirms the hypothesis and to ignore evidence that counts against it or for some competing hypothesis. Detectives, intelligence agencies, and investigators of airplane accidents are well advised to gather relevant evidence systematically and to postpone even tentative adoption of an explanatory hypothesis until the collected evidence rules out with the appropriate degree of certainty all but one explanation. Dewey’s analysis of the critical thinking process can be faulted as well for requiring acceptance or rejection of a possible solution to a defined problem, with no allowance for deciding in the light of the available evidence to suspend judgment. Further, given the great variety of kinds of problems for which reflection is appropriate, there is likely to be variation in its component events. Perhaps the best way to conceptualize the critical thinking process is as a checklist whose component events can occur in a variety of orders, selectively, and more than once. These component events might include (1) noticing a difficulty, (2) defining the problem, (3) dividing the problem into manageable sub-problems, (4) formulating a variety of possible solutions to the problem or sub-problem, (5) determining what evidence is relevant to deciding among possible solutions to the problem or sub-problem, (6) devising a plan of systematic observation or experiment that will uncover the relevant evidence, (7) carrying out the plan of systematic observation or experimentation, (8) noting the results of the systematic observation or experiment, (9) gathering relevant testimony and information from others, (10) judging the credibility of testimony and information gathered from others, (11) drawing conclusions from gathered evidence and accepted testimony, and (12) accepting a solution that the evidence adequately supports (cf. Hitchcock 2017: 485).

Checklist conceptions of the process of critical thinking are open to the objection that they are too mechanical and procedural to fit the multi-dimensional and emotionally charged issues for which critical thinking is urgently needed (Paul 1984). For such issues, a more dialectical process is advocated, in which competing relevant world views are identified, their implications explored, and some sort of creative synthesis attempted.

If one considers the critical thinking process illustrated by the 11 examples, one can identify distinct kinds of mental acts and mental states that form part of it. To distinguish, label and briefly characterize these components is a useful preliminary to identifying abilities, skills, dispositions, attitudes, habits and the like that contribute causally to thinking critically. Identifying such abilities and habits is in turn a useful preliminary to setting educational goals. Setting the goals is in its turn a useful preliminary to designing strategies for helping learners to achieve the goals and to designing ways of measuring the extent to which learners have done so. Such measures provide both feedback to learners on their achievement and a basis for experimental research on the effectiveness of various strategies for educating people to think critically. Let us begin, then, by distinguishing the kinds of mental acts and mental events that can occur in a critical thinking process.

Observing : One notices something in one’s immediate environment (sudden cooling of temperature in Weather , bubbles forming outside a glass and then going inside in Bubbles , a moving blur in the distance in Blur , a rash in Rash ). Or one notes the results of an experiment or systematic observation (valuables missing in Disorder , no suction without air pressure in Suction pump )
Feeling : One feels puzzled or uncertain about something (how to get to an appointment on time in Transit , why the diamonds vary in spacing in Diamond ). One wants to resolve this perplexity. One feels satisfaction once one has worked out an answer (to take the subway express in Transit , diamonds closer when needed as a warning in Diamond ).
Wondering : One formulates a question to be addressed (why bubbles form outside a tumbler taken from hot water in Bubbles , how suction pumps work in Suction pump , what caused the rash in Rash ).
Imagining : One thinks of possible answers (bus or subway or elevated in Transit , flagpole or ornament or wireless communication aid or direction indicator in Ferryboat , allergic reaction or heat rash in Rash ).
Inferring : One works out what would be the case if a possible answer were assumed (valuables missing if there has been a burglary in Disorder , earlier start to the rash if it is an allergic reaction to a sulfa drug in Rash ). Or one draws a conclusion once sufficient relevant evidence is gathered (take the subway in Transit , burglary in Disorder , discontinue blood pressure medication and new cream in Rash ).
Knowledge : One uses stored knowledge of the subject-matter to generate possible answers or to infer what would be expected on the assumption of a particular answer (knowledge of a city’s public transit system in Transit , of the requirements for a flagpole in Ferryboat , of Boyle’s law in Bubbles , of allergic reactions in Rash ).
Experimenting : One designs and carries out an experiment or a systematic observation to find out whether the results deduced from a possible answer will occur (looking at the location of the flagpole in relation to the pilot’s position in Ferryboat , putting an ice cube on top of a tumbler taken from hot water in Bubbles , measuring the height to which a suction pump will draw water at different elevations in Suction pump , noticing the spacing of diamonds when movement to or from a diamond lane is allowed in Diamond ).
Consulting : One finds a source of information, gets the information from the source, and makes a judgment on whether to accept it. None of our 11 examples include searching for sources of information. In this respect they are unrepresentative, since most people nowadays have almost instant access to information relevant to answering any question, including many of those illustrated by the examples. However, Candidate includes the activities of extracting information from sources and evaluating its credibility.
Identifying and analyzing arguments : One notices an argument and works out its structure and content as a preliminary to evaluating its strength. This activity is central to Candidate . It is an important part of a critical thinking process in which one surveys arguments for various positions on an issue.
Judging : One makes a judgment on the basis of accumulated evidence and reasoning, such as the judgment in Ferryboat that the purpose of the pole is to provide direction to the pilot.
Deciding : One makes a decision on what to do or on what policy to adopt, as in the decision in Transit to take the subway.

By definition, a person who does something voluntarily is both willing and able to do that thing at that time. Both the willingness and the ability contribute causally to the person’s action, in the sense that the voluntary action would not occur if either (or both) of these were lacking. For example, suppose that one is standing with one’s arms at one’s sides and one voluntarily lifts one’s right arm to an extended horizontal position. One would not do so if one were unable to lift one’s arm, if for example one’s right side was paralyzed as the result of a stroke. Nor would one do so if one were unwilling to lift one’s arm, if for example one were participating in a street demonstration at which a white supremacist was urging the crowd to lift their right arm in a Nazi salute and one were unwilling to express support in this way for the racist Nazi ideology. The same analysis applies to a voluntary mental process of thinking critically. It requires both willingness and ability to think critically, including willingness and ability to perform each of the mental acts that compose the process and to coordinate those acts in a sequence that is directed at resolving the initiating perplexity.

Consider willingness first. We can identify causal contributors to willingness to think critically by considering factors that would cause a person who was able to think critically about an issue nevertheless not to do so (Hamby 2014). For each factor, the opposite condition thus contributes causally to willingness to think critically on a particular occasion. For example, people who habitually jump to conclusions without considering alternatives will not think critically about issues that arise, even if they have the required abilities. The contrary condition of willingness to suspend judgment is thus a causal contributor to thinking critically.

Now consider ability. In contrast to the ability to move one’s arm, which can be completely absent because a stroke has left the arm paralyzed, the ability to think critically is a developed ability, whose absence is not a complete absence of ability to think but absence of ability to think well. We can identify the ability to think well directly, in terms of the norms and standards for good thinking. In general, to be able do well the thinking activities that can be components of a critical thinking process, one needs to know the concepts and principles that characterize their good performance, to recognize in particular cases that the concepts and principles apply, and to apply them. The knowledge, recognition and application may be procedural rather than declarative. It may be domain-specific rather than widely applicable, and in either case may need subject-matter knowledge, sometimes of a deep kind.

Reflections of the sort illustrated by the previous two paragraphs have led scholars to identify the knowledge, abilities and dispositions of a “critical thinker”, i.e., someone who thinks critically whenever it is appropriate to do so. We turn now to these three types of causal contributors to thinking critically. We start with dispositions, since arguably these are the most powerful contributors to being a critical thinker, can be fostered at an early stage of a child’s development, and are susceptible to general improvement (Glaser 1941: 175)

8. Critical Thinking Dispositions

Educational researchers use the term ‘dispositions’ broadly for the habits of mind and attitudes that contribute causally to being a critical thinker. Some writers (e.g., Paul & Elder 2006; Hamby 2014; Bailin & Battersby 2016a) propose to use the term ‘virtues’ for this dimension of a critical thinker. The virtues in question, although they are virtues of character, concern the person’s ways of thinking rather than the person’s ways of behaving towards others. They are not moral virtues but intellectual virtues, of the sort articulated by Zagzebski (1996) and discussed by Turri, Alfano, and Greco (2017).

On a realistic conception, thinking dispositions or intellectual virtues are real properties of thinkers. They are general tendencies, propensities, or inclinations to think in particular ways in particular circumstances, and can be genuinely explanatory (Siegel 1999). Sceptics argue that there is no evidence for a specific mental basis for the habits of mind that contribute to thinking critically, and that it is pedagogically misleading to posit such a basis (Bailin et al. 1999a). Whatever their status, critical thinking dispositions need motivation for their initial formation in a child—motivation that may be external or internal. As children develop, the force of habit will gradually become important in sustaining the disposition (Nieto & Valenzuela 2012). Mere force of habit, however, is unlikely to sustain critical thinking dispositions. Critical thinkers must value and enjoy using their knowledge and abilities to think things through for themselves. They must be committed to, and lovers of, inquiry.

A person may have a critical thinking disposition with respect to only some kinds of issues. For example, one could be open-minded about scientific issues but not about religious issues. Similarly, one could be confident in one’s ability to reason about the theological implications of the existence of evil in the world but not in one’s ability to reason about the best design for a guided ballistic missile.

Facione (1990a: 25) divides “affective dispositions” of critical thinking into approaches to life and living in general and approaches to specific issues, questions or problems. Adapting this distinction, one can usefully divide critical thinking dispositions into initiating dispositions (those that contribute causally to starting to think critically about an issue) and internal dispositions (those that contribute causally to doing a good job of thinking critically once one has started). The two categories are not mutually exclusive. For example, open-mindedness, in the sense of willingness to consider alternative points of view to one’s own, is both an initiating and an internal disposition.

Using the strategy of considering factors that would block people with the ability to think critically from doing so, we can identify as initiating dispositions for thinking critically attentiveness, a habit of inquiry, self-confidence, courage, open-mindedness, willingness to suspend judgment, trust in reason, wanting evidence for one’s beliefs, and seeking the truth. We consider briefly what each of these dispositions amounts to, in each case citing sources that acknowledge them.

Attentiveness : One will not think critically if one fails to recognize an issue that needs to be thought through. For example, the pedestrian in Weather would not have looked up if he had not noticed that the air was suddenly cooler. To be a critical thinker, then, one needs to be habitually attentive to one’s surroundings, noticing not only what one senses but also sources of perplexity in messages received and in one’s own beliefs and attitudes (Facione 1990a: 25; Facione, Facione, & Giancarlo 2001).
Habit of inquiry : Inquiry is effortful, and one needs an internal push to engage in it. For example, the student in Bubbles could easily have stopped at idle wondering about the cause of the bubbles rather than reasoning to a hypothesis, then designing and executing an experiment to test it. Thus willingness to think critically needs mental energy and initiative. What can supply that energy? Love of inquiry, or perhaps just a habit of inquiry. Hamby (2015) has argued that willingness to inquire is the central critical thinking virtue, one that encompasses all the others. It is recognized as a critical thinking disposition by Dewey (1910: 29; 1933: 35), Glaser (1941: 5), Ennis (1987: 12; 1991: 8), Facione (1990a: 25), Bailin et al. (1999b: 294), Halpern (1998: 452), and Facione, Facione, & Giancarlo (2001).
Self-confidence : Lack of confidence in one’s abilities can block critical thinking. For example, if the woman in Rash lacked confidence in her ability to figure things out for herself, she might just have assumed that the rash on her chest was the allergic reaction to her medication against which the pharmacist had warned her. Thus willingness to think critically requires confidence in one’s ability to inquire (Facione 1990a: 25; Facione, Facione, & Giancarlo 2001).
Courage : Fear of thinking for oneself can stop one from doing it. Thus willingness to think critically requires intellectual courage (Paul & Elder 2006: 16).
Open-mindedness : A dogmatic attitude will impede thinking critically. For example, a person who adheres rigidly to a “pro-choice” position on the issue of the legal status of induced abortion is likely to be unwilling to consider seriously the issue of when in its development an unborn child acquires a moral right to life. Thus willingness to think critically requires open-mindedness, in the sense of a willingness to examine questions to which one already accepts an answer but which further evidence or reasoning might cause one to answer differently (Dewey 1933; Facione 1990a; Ennis 1991; Bailin et al. 1999b; Halpern 1998, Facione, Facione, & Giancarlo 2001). Paul (1981) emphasizes open-mindedness about alternative world-views, and recommends a dialectical approach to integrating such views as central to what he calls “strong sense” critical thinking. In three studies, Haran, Ritov, & Mellers (2013) found that actively open-minded thinking, including “the tendency to weigh new evidence against a favored belief, to spend sufficient time on a problem before giving up, and to consider carefully the opinions of others in forming one’s own”, led study participants to acquire information and thus to make accurate estimations.
Willingness to suspend judgment : Premature closure on an initial solution will block critical thinking. Thus willingness to think critically requires a willingness to suspend judgment while alternatives are explored (Facione 1990a; Ennis 1991; Halpern 1998).
Trust in reason : Since distrust in the processes of reasoned inquiry will dissuade one from engaging in it, trust in them is an initiating critical thinking disposition (Facione 1990a, 25; Bailin et al. 1999b: 294; Facione, Facione, & Giancarlo 2001; Paul & Elder 2006). In reaction to an allegedly exclusive emphasis on reason in critical thinking theory and pedagogy, Thayer-Bacon (2000) argues that intuition, imagination, and emotion have important roles to play in an adequate conception of critical thinking that she calls “constructive thinking”. From her point of view, critical thinking requires trust not only in reason but also in intuition, imagination, and emotion.
Seeking the truth : If one does not care about the truth but is content to stick with one’s initial bias on an issue, then one will not think critically about it. Seeking the truth is thus an initiating critical thinking disposition (Bailin et al. 1999b: 294; Facione, Facione, & Giancarlo 2001). A disposition to seek the truth is implicit in more specific critical thinking dispositions, such as trying to be well-informed, considering seriously points of view other than one’s own, looking for alternatives, suspending judgment when the evidence is insufficient, and adopting a position when the evidence supporting it is sufficient.

Some of the initiating dispositions, such as open-mindedness and willingness to suspend judgment, are also internal critical thinking dispositions, in the sense of mental habits or attitudes that contribute causally to doing a good job of critical thinking once one starts the process. But there are many other internal critical thinking dispositions. Some of them are parasitic on one’s conception of good thinking. For example, it is constitutive of good thinking about an issue to formulate the issue clearly and to maintain focus on it. For this purpose, one needs not only the corresponding ability but also the corresponding disposition. Ennis (1991: 8) describes it as the disposition “to determine and maintain focus on the conclusion or question”, Facione (1990a: 25) as “clarity in stating the question or concern”. Other internal dispositions are motivators to continue or adjust the critical thinking process, such as willingness to persist in a complex task and willingness to abandon nonproductive strategies in an attempt to self-correct (Halpern 1998: 452). For a list of identified internal critical thinking dispositions, see the Supplement on Internal Critical Thinking Dispositions .

Some theorists postulate skills, i.e., acquired abilities, as operative in critical thinking. It is not obvious, however, that a good mental act is the exercise of a generic acquired skill. Inferring an expected time of arrival, as in Transit , has some generic components but also uses non-generic subject-matter knowledge. Bailin et al. (1999a) argue against viewing critical thinking skills as generic and discrete, on the ground that skilled performance at a critical thinking task cannot be separated from knowledge of concepts and from domain-specific principles of good thinking. Talk of skills, they concede, is unproblematic if it means merely that a person with critical thinking skills is capable of intelligent performance.

Despite such scepticism, theorists of critical thinking have listed as general contributors to critical thinking what they variously call abilities (Glaser 1941; Ennis 1962, 1991), skills (Facione 1990a; Halpern 1998) or competencies (Fisher & Scriven 1997). Amalgamating these lists would produce a confusing and chaotic cornucopia of more than 50 possible educational objectives, with only partial overlap among them. It makes sense instead to try to understand the reasons for the multiplicity and diversity, and to make a selection according to one’s own reasons for singling out abilities to be developed in a critical thinking curriculum. Two reasons for diversity among lists of critical thinking abilities are the underlying conception of critical thinking and the envisaged educational level. Appraisal-only conceptions, for example, involve a different suite of abilities than constructive-only conceptions. Some lists, such as those in (Glaser 1941), are put forward as educational objectives for secondary school students, whereas others are proposed as objectives for college students (e.g., Facione 1990a).

The abilities described in the remaining paragraphs of this section emerge from reflection on the general abilities needed to do well the thinking activities identified in section 6 as components of the critical thinking process described in section 5 . The derivation of each collection of abilities is accompanied by citation of sources that list such abilities and of standardized tests that claim to test them.

Observational abilities : Careful and accurate observation sometimes requires specialist expertise and practice, as in the case of observing birds and observing accident scenes. However, there are general abilities of noticing what one’s senses are picking up from one’s environment and of being able to articulate clearly and accurately to oneself and others what one has observed. It helps in exercising them to be able to recognize and take into account factors that make one’s observation less trustworthy, such as prior framing of the situation, inadequate time, deficient senses, poor observation conditions, and the like. It helps as well to be skilled at taking steps to make one’s observation more trustworthy, such as moving closer to get a better look, measuring something three times and taking the average, and checking what one thinks one is observing with someone else who is in a good position to observe it. It also helps to be skilled at recognizing respects in which one’s report of one’s observation involves inference rather than direct observation, so that one can then consider whether the inference is justified. These abilities come into play as well when one thinks about whether and with what degree of confidence to accept an observation report, for example in the study of history or in a criminal investigation or in assessing news reports. Observational abilities show up in some lists of critical thinking abilities (Ennis 1962: 90; Facione 1990a: 16; Ennis 1991: 9). There are items testing a person’s ability to judge the credibility of observation reports in the Cornell Critical Thinking Tests, Levels X and Z (Ennis & Millman 1971; Ennis, Millman, & Tomko 1985, 2005). Norris and King (1983, 1985, 1990a, 1990b) is a test of ability to appraise observation reports.

Emotional abilities : The emotions that drive a critical thinking process are perplexity or puzzlement, a wish to resolve it, and satisfaction at achieving the desired resolution. Children experience these emotions at an early age, without being trained to do so. Education that takes critical thinking as a goal needs only to channel these emotions and to make sure not to stifle them. Collaborative critical thinking benefits from ability to recognize one’s own and others’ emotional commitments and reactions.

Questioning abilities : A critical thinking process needs transformation of an inchoate sense of perplexity into a clear question. Formulating a question well requires not building in questionable assumptions, not prejudging the issue, and using language that in context is unambiguous and precise enough (Ennis 1962: 97; 1991: 9).

Imaginative abilities : Thinking directed at finding the correct causal explanation of a general phenomenon or particular event requires an ability to imagine possible explanations. Thinking about what policy or plan of action to adopt requires generation of options and consideration of possible consequences of each option. Domain knowledge is required for such creative activity, but a general ability to imagine alternatives is helpful and can be nurtured so as to become easier, quicker, more extensive, and deeper (Dewey 1910: 34–39; 1933: 40–47). Facione (1990a) and Halpern (1998) include the ability to imagine alternatives as a critical thinking ability.

Inferential abilities : The ability to draw conclusions from given information, and to recognize with what degree of certainty one’s own or others’ conclusions follow, is universally recognized as a general critical thinking ability. All 11 examples in section 2 of this article include inferences, some from hypotheses or options (as in Transit , Ferryboat and Disorder ), others from something observed (as in Weather and Rash ). None of these inferences is formally valid. Rather, they are licensed by general, sometimes qualified substantive rules of inference (Toulmin 1958) that rest on domain knowledge—that a bus trip takes about the same time in each direction, that the terminal of a wireless telegraph would be located on the highest possible place, that sudden cooling is often followed by rain, that an allergic reaction to a sulfa drug generally shows up soon after one starts taking it. It is a matter of controversy to what extent the specialized ability to deduce conclusions from premisses using formal rules of inference is needed for critical thinking. Dewey (1933) locates logical forms in setting out the products of reflection rather than in the process of reflection. Ennis (1981a), on the other hand, maintains that a liberally-educated person should have the following abilities: to translate natural-language statements into statements using the standard logical operators, to use appropriately the language of necessary and sufficient conditions, to deal with argument forms and arguments containing symbols, to determine whether in virtue of an argument’s form its conclusion follows necessarily from its premisses, to reason with logically complex propositions, and to apply the rules and procedures of deductive logic. Inferential abilities are recognized as critical thinking abilities by Glaser (1941: 6), Facione (1990a: 9), Ennis (1991: 9), Fisher & Scriven (1997: 99, 111), and Halpern (1998: 452). Items testing inferential abilities constitute two of the five subtests of the Watson Glaser Critical Thinking Appraisal (Watson & Glaser 1980a, 1980b, 1994), two of the four sections in the Cornell Critical Thinking Test Level X (Ennis & Millman 1971; Ennis, Millman, & Tomko 1985, 2005), three of the seven sections in the Cornell Critical Thinking Test Level Z (Ennis & Millman 1971; Ennis, Millman, & Tomko 1985, 2005), 11 of the 34 items on Forms A and B of the California Critical Thinking Skills Test (Facione 1990b, 1992), and a high but variable proportion of the 25 selected-response questions in the Collegiate Learning Assessment (Council for Aid to Education 2017).

Experimenting abilities : Knowing how to design and execute an experiment is important not just in scientific research but also in everyday life, as in Rash . Dewey devoted a whole chapter of his How We Think (1910: 145–156; 1933: 190–202) to the superiority of experimentation over observation in advancing knowledge. Experimenting abilities come into play at one remove in appraising reports of scientific studies. Skill in designing and executing experiments includes the acknowledged abilities to appraise evidence (Glaser 1941: 6), to carry out experiments and to apply appropriate statistical inference techniques (Facione 1990a: 9), to judge inductions to an explanatory hypothesis (Ennis 1991: 9), and to recognize the need for an adequately large sample size (Halpern 1998). The Cornell Critical Thinking Test Level Z (Ennis & Millman 1971; Ennis, Millman, & Tomko 1985, 2005) includes four items (out of 52) on experimental design. The Collegiate Learning Assessment (Council for Aid to Education 2017) makes room for appraisal of study design in both its performance task and its selected-response questions.

Consulting abilities : Skill at consulting sources of information comes into play when one seeks information to help resolve a problem, as in Candidate . Ability to find and appraise information includes ability to gather and marshal pertinent information (Glaser 1941: 6), to judge whether a statement made by an alleged authority is acceptable (Ennis 1962: 84), to plan a search for desired information (Facione 1990a: 9), and to judge the credibility of a source (Ennis 1991: 9). Ability to judge the credibility of statements is tested by 24 items (out of 76) in the Cornell Critical Thinking Test Level X (Ennis & Millman 1971; Ennis, Millman, & Tomko 1985, 2005) and by four items (out of 52) in the Cornell Critical Thinking Test Level Z (Ennis & Millman 1971; Ennis, Millman, & Tomko 1985, 2005). The College Learning Assessment’s performance task requires evaluation of whether information in documents is credible or unreliable (Council for Aid to Education 2017).

Argument analysis abilities : The ability to identify and analyze arguments contributes to the process of surveying arguments on an issue in order to form one’s own reasoned judgment, as in Candidate . The ability to detect and analyze arguments is recognized as a critical thinking skill by Facione (1990a: 7–8), Ennis (1991: 9) and Halpern (1998). Five items (out of 34) on the California Critical Thinking Skills Test (Facione 1990b, 1992) test skill at argument analysis. The College Learning Assessment (Council for Aid to Education 2017) incorporates argument analysis in its selected-response tests of critical reading and evaluation and of critiquing an argument.

Judging skills and deciding skills : Skill at judging and deciding is skill at recognizing what judgment or decision the available evidence and argument supports, and with what degree of confidence. It is thus a component of the inferential skills already discussed.

Lists and tests of critical thinking abilities often include two more abilities: identifying assumptions and constructing and evaluating definitions.

In addition to dispositions and abilities, critical thinking needs knowledge: of critical thinking concepts, of critical thinking principles, and of the subject-matter of the thinking.

We can derive a short list of concepts whose understanding contributes to critical thinking from the critical thinking abilities described in the preceding section. Observational abilities require an understanding of the difference between observation and inference. Questioning abilities require an understanding of the concepts of ambiguity and vagueness. Inferential abilities require an understanding of the difference between conclusive and defeasible inference (traditionally, between deduction and induction), as well as of the difference between necessary and sufficient conditions. Experimenting abilities require an understanding of the concepts of hypothesis, null hypothesis, assumption and prediction, as well as of the concept of statistical significance and of its difference from importance. They also require an understanding of the difference between an experiment and an observational study, and in particular of the difference between a randomized controlled trial, a prospective correlational study and a retrospective (case-control) study. Argument analysis abilities require an understanding of the concepts of argument, premiss, assumption, conclusion and counter-consideration. Additional critical thinking concepts are proposed by Bailin et al. (1999b: 293), Fisher & Scriven (1997: 105–106), Black (2012), and Blair (2021).

According to Glaser (1941: 25), ability to think critically requires knowledge of the methods of logical inquiry and reasoning. If we review the list of abilities in the preceding section, however, we can see that some of them can be acquired and exercised merely through practice, possibly guided in an educational setting, followed by feedback. Searching intelligently for a causal explanation of some phenomenon or event requires that one consider a full range of possible causal contributors, but it seems more important that one implements this principle in one’s practice than that one is able to articulate it. What is important is “operational knowledge” of the standards and principles of good thinking (Bailin et al. 1999b: 291–293). But the development of such critical thinking abilities as designing an experiment or constructing an operational definition can benefit from learning their underlying theory. Further, explicit knowledge of quirks of human thinking seems useful as a cautionary guide. Human memory is not just fallible about details, as people learn from their own experiences of misremembering, but is so malleable that a detailed, clear and vivid recollection of an event can be a total fabrication (Loftus 2017). People seek or interpret evidence in ways that are partial to their existing beliefs and expectations, often unconscious of their “confirmation bias” (Nickerson 1998). Not only are people subject to this and other cognitive biases (Kahneman 2011), of which they are typically unaware, but it may be counter-productive for one to make oneself aware of them and try consciously to counteract them or to counteract social biases such as racial or sexual stereotypes (Kenyon & Beaulac 2014). It is helpful to be aware of these facts and of the superior effectiveness of blocking the operation of biases—for example, by making an immediate record of one’s observations, refraining from forming a preliminary explanatory hypothesis, blind refereeing, double-blind randomized trials, and blind grading of students’ work. It is also helpful to be aware of the prevalence of “noise” (unwanted unsystematic variability of judgments), of how to detect noise (through a noise audit), and of how to reduce noise: make accuracy the goal, think statistically, break a process of arriving at a judgment into independent tasks, resist premature intuitions, in a group get independent judgments first, favour comparative judgments and scales (Kahneman, Sibony, & Sunstein 2021). It is helpful as well to be aware of the concept of “bounded rationality” in decision-making and of the related distinction between “satisficing” and optimizing (Simon 1956; Gigerenzer 2001).

Critical thinking about an issue requires substantive knowledge of the domain to which the issue belongs. Critical thinking abilities are not a magic elixir that can be applied to any issue whatever by somebody who has no knowledge of the facts relevant to exploring that issue. For example, the student in Bubbles needed to know that gases do not penetrate solid objects like a glass, that air expands when heated, that the volume of an enclosed gas varies directly with its temperature and inversely with its pressure, and that hot objects will spontaneously cool down to the ambient temperature of their surroundings unless kept hot by insulation or a source of heat. Critical thinkers thus need a rich fund of subject-matter knowledge relevant to the variety of situations they encounter. This fact is recognized in the inclusion among critical thinking dispositions of a concern to become and remain generally well informed.

Experimental educational interventions, with control groups, have shown that education can improve critical thinking skills and dispositions, as measured by standardized tests. For information about these tests, see the Supplement on Assessment .

What educational methods are most effective at developing the dispositions, abilities and knowledge of a critical thinker? In a comprehensive meta-analysis of experimental and quasi-experimental studies of strategies for teaching students to think critically, Abrami et al. (2015) found that dialogue, anchored instruction, and mentoring each increased the effectiveness of the educational intervention, and that they were most effective when combined. They also found that in these studies a combination of separate instruction in critical thinking with subject-matter instruction in which students are encouraged to think critically was more effective than either by itself. However, the difference was not statistically significant; that is, it might have arisen by chance.

Most of these studies lack the longitudinal follow-up required to determine whether the observed differential improvements in critical thinking abilities or dispositions continue over time, for example until high school or college graduation. For details on studies of methods of developing critical thinking skills and dispositions, see the Supplement on Educational Methods .

12. Controversies

Scholars have denied the generalizability of critical thinking abilities across subject domains, have alleged bias in critical thinking theory and pedagogy, and have investigated the relationship of critical thinking to other kinds of thinking.

McPeck (1981) attacked the thinking skills movement of the 1970s, including the critical thinking movement. He argued that there are no general thinking skills, since thinking is always thinking about some subject-matter. It is futile, he claimed, for schools and colleges to teach thinking as if it were a separate subject. Rather, teachers should lead their pupils to become autonomous thinkers by teaching school subjects in a way that brings out their cognitive structure and that encourages and rewards discussion and argument. As some of his critics (e.g., Paul 1985; Siegel 1985) pointed out, McPeck’s central argument needs elaboration, since it has obvious counter-examples in writing and speaking, for which (up to a certain level of complexity) there are teachable general abilities even though they are always about some subject-matter. To make his argument convincing, McPeck needs to explain how thinking differs from writing and speaking in a way that does not permit useful abstraction of its components from the subject-matters with which it deals. He has not done so. Nevertheless, his position that the dispositions and abilities of a critical thinker are best developed in the context of subject-matter instruction is shared by many theorists of critical thinking, including Dewey (1910, 1933), Glaser (1941), Passmore (1980), Weinstein (1990), Bailin et al. (1999b), and Willingham (2019).

McPeck’s challenge prompted reflection on the extent to which critical thinking is subject-specific. McPeck argued for a strong subject-specificity thesis, according to which it is a conceptual truth that all critical thinking abilities are specific to a subject. (He did not however extend his subject-specificity thesis to critical thinking dispositions. In particular, he took the disposition to suspend judgment in situations of cognitive dissonance to be a general disposition.) Conceptual subject-specificity is subject to obvious counter-examples, such as the general ability to recognize confusion of necessary and sufficient conditions. A more modest thesis, also endorsed by McPeck, is epistemological subject-specificity, according to which the norms of good thinking vary from one field to another. Epistemological subject-specificity clearly holds to a certain extent; for example, the principles in accordance with which one solves a differential equation are quite different from the principles in accordance with which one determines whether a painting is a genuine Picasso. But the thesis suffers, as Ennis (1989) points out, from vagueness of the concept of a field or subject and from the obvious existence of inter-field principles, however broadly the concept of a field is construed. For example, the principles of hypothetico-deductive reasoning hold for all the varied fields in which such reasoning occurs. A third kind of subject-specificity is empirical subject-specificity, according to which as a matter of empirically observable fact a person with the abilities and dispositions of a critical thinker in one area of investigation will not necessarily have them in another area of investigation.

The thesis of empirical subject-specificity raises the general problem of transfer. If critical thinking abilities and dispositions have to be developed independently in each school subject, how are they of any use in dealing with the problems of everyday life and the political and social issues of contemporary society, most of which do not fit into the framework of a traditional school subject? Proponents of empirical subject-specificity tend to argue that transfer is more likely to occur if there is critical thinking instruction in a variety of domains, with explicit attention to dispositions and abilities that cut across domains. But evidence for this claim is scanty. There is a need for well-designed empirical studies that investigate the conditions that make transfer more likely.

It is common ground in debates about the generality or subject-specificity of critical thinking dispositions and abilities that critical thinking about any topic requires background knowledge about the topic. For example, the most sophisticated understanding of the principles of hypothetico-deductive reasoning is of no help unless accompanied by some knowledge of what might be plausible explanations of some phenomenon under investigation.

Critics have objected to bias in the theory, pedagogy and practice of critical thinking. Commentators (e.g., Alston 1995; Ennis 1998) have noted that anyone who takes a position has a bias in the neutral sense of being inclined in one direction rather than others. The critics, however, are objecting to bias in the pejorative sense of an unjustified favoring of certain ways of knowing over others, frequently alleging that the unjustly favoured ways are those of a dominant sex or culture (Bailin 1995). These ways favour:

reinforcement of egocentric and sociocentric biases over dialectical engagement with opposing world-views (Paul 1981, 1984; Warren 1998)
distancing from the object of inquiry over closeness to it (Martin 1992; Thayer-Bacon 1992)
indifference to the situation of others over care for them (Martin 1992)
orientation to thought over orientation to action (Martin 1992)
being reasonable over caring to understand people’s ideas (Thayer-Bacon 1993)
being neutral and objective over being embodied and situated (Thayer-Bacon 1995a)
doubting over believing (Thayer-Bacon 1995b)
reason over emotion, imagination and intuition (Thayer-Bacon 2000)
solitary thinking over collaborative thinking (Thayer-Bacon 2000)
written and spoken assignments over other forms of expression (Alston 2001)
attention to written and spoken communications over attention to human problems (Alston 2001)
winning debates in the public sphere over making and understanding meaning (Alston 2001)

A common thread in this smorgasbord of accusations is dissatisfaction with focusing on the logical analysis and evaluation of reasoning and arguments. While these authors acknowledge that such analysis and evaluation is part of critical thinking and should be part of its conceptualization and pedagogy, they insist that it is only a part. Paul (1981), for example, bemoans the tendency of atomistic teaching of methods of analyzing and evaluating arguments to turn students into more able sophists, adept at finding fault with positions and arguments with which they disagree but even more entrenched in the egocentric and sociocentric biases with which they began. Martin (1992) and Thayer-Bacon (1992) cite with approval the self-reported intimacy with their subject-matter of leading researchers in biology and medicine, an intimacy that conflicts with the distancing allegedly recommended in standard conceptions and pedagogy of critical thinking. Thayer-Bacon (2000) contrasts the embodied and socially embedded learning of her elementary school students in a Montessori school, who used their imagination, intuition and emotions as well as their reason, with conceptions of critical thinking as

thinking that is used to critique arguments, offer justifications, and make judgments about what are the good reasons, or the right answers. (Thayer-Bacon 2000: 127–128)

Alston (2001) reports that her students in a women’s studies class were able to see the flaws in the Cinderella myth that pervades much romantic fiction but in their own romantic relationships still acted as if all failures were the woman’s fault and still accepted the notions of love at first sight and living happily ever after. Students, she writes, should

be able to connect their intellectual critique to a more affective, somatic, and ethical account of making risky choices that have sexist, racist, classist, familial, sexual, or other consequences for themselves and those both near and far… critical thinking that reads arguments, texts, or practices merely on the surface without connections to feeling/desiring/doing or action lacks an ethical depth that should infuse the difference between mere cognitive activity and something we want to call critical thinking. (Alston 2001: 34)

Some critics portray such biases as unfair to women. Thayer-Bacon (1992), for example, has charged modern critical thinking theory with being sexist, on the ground that it separates the self from the object and causes one to lose touch with one’s inner voice, and thus stigmatizes women, who (she asserts) link self to object and listen to their inner voice. Her charge does not imply that women as a group are on average less able than men to analyze and evaluate arguments. Facione (1990c) found no difference by sex in performance on his California Critical Thinking Skills Test. Kuhn (1991: 280–281) found no difference by sex in either the disposition or the competence to engage in argumentative thinking.

The critics propose a variety of remedies for the biases that they allege. In general, they do not propose to eliminate or downplay critical thinking as an educational goal. Rather, they propose to conceptualize critical thinking differently and to change its pedagogy accordingly. Their pedagogical proposals arise logically from their objections. They can be summarized as follows:

Focus on argument networks with dialectical exchanges reflecting contesting points of view rather than on atomic arguments, so as to develop “strong sense” critical thinking that transcends egocentric and sociocentric biases (Paul 1981, 1984).
Foster closeness to the subject-matter and feeling connected to others in order to inform a humane democracy (Martin 1992).
Develop “constructive thinking” as a social activity in a community of physically embodied and socially embedded inquirers with personal voices who value not only reason but also imagination, intuition and emotion (Thayer-Bacon 2000).
In developing critical thinking in school subjects, treat as important neither skills nor dispositions but opening worlds of meaning (Alston 2001).
Attend to the development of critical thinking dispositions as well as skills, and adopt the “critical pedagogy” practised and advocated by Freire (1968 [1970]) and hooks (1994) (Dalgleish, Girard, & Davies 2017).

A common thread in these proposals is treatment of critical thinking as a social, interactive, personally engaged activity like that of a quilting bee or a barn-raising (Thayer-Bacon 2000) rather than as an individual, solitary, distanced activity symbolized by Rodin’s The Thinker . One can get a vivid description of education with the former type of goal from the writings of bell hooks (1994, 2010). Critical thinking for her is open-minded dialectical exchange across opposing standpoints and from multiple perspectives, a conception similar to Paul’s “strong sense” critical thinking (Paul 1981). She abandons the structure of domination in the traditional classroom. In an introductory course on black women writers, for example, she assigns students to write an autobiographical paragraph about an early racial memory, then to read it aloud as the others listen, thus affirming the uniqueness and value of each voice and creating a communal awareness of the diversity of the group’s experiences (hooks 1994: 84). Her “engaged pedagogy” is thus similar to the “freedom under guidance” implemented in John Dewey’s Laboratory School of Chicago in the late 1890s and early 1900s. It incorporates the dialogue, anchored instruction, and mentoring that Abrami (2015) found to be most effective in improving critical thinking skills and dispositions.

What is the relationship of critical thinking to problem solving, decision-making, higher-order thinking, creative thinking, and other recognized types of thinking? One’s answer to this question obviously depends on how one defines the terms used in the question. If critical thinking is conceived broadly to cover any careful thinking about any topic for any purpose, then problem solving and decision making will be kinds of critical thinking, if they are done carefully. Historically, ‘critical thinking’ and ‘problem solving’ were two names for the same thing. If critical thinking is conceived more narrowly as consisting solely of appraisal of intellectual products, then it will be disjoint with problem solving and decision making, which are constructive.

Bloom’s taxonomy of educational objectives used the phrase “intellectual abilities and skills” for what had been labeled “critical thinking” by some, “reflective thinking” by Dewey and others, and “problem solving” by still others (Bloom et al. 1956: 38). Thus, the so-called “higher-order thinking skills” at the taxonomy’s top levels of analysis, synthesis and evaluation are just critical thinking skills, although they do not come with general criteria for their assessment (Ennis 1981b). The revised version of Bloom’s taxonomy (Anderson et al. 2001) likewise treats critical thinking as cutting across those types of cognitive process that involve more than remembering (Anderson et al. 2001: 269–270). For details, see the Supplement on History .

As to creative thinking, it overlaps with critical thinking (Bailin 1987, 1988). Thinking about the explanation of some phenomenon or event, as in Ferryboat , requires creative imagination in constructing plausible explanatory hypotheses. Likewise, thinking about a policy question, as in Candidate , requires creativity in coming up with options. Conversely, creativity in any field needs to be balanced by critical appraisal of the draft painting or novel or mathematical theory.

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Association for Informal Logic and Critical Thinking (AILACT)
Critical Thinking Across the European Higher Education Curricula (CRITHINKEDU)
Critical Thinking Definition, Instruction, and Assessment: A Rigorous Approach
Critical Thinking Research (RAIL)
Foundation for Critical Thinking
Insight Assessment
Partnership for 21st Century Learning (P21)
The Critical Thinking Consortium
The Nature of Critical Thinking: An Outline of Critical Thinking Dispositions and Abilities , by Robert H. Ennis

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SAT Critical Reading

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Editorials: Re-thinking the SAT: Rhetoric or Substance?

From any well-designed analytic-writing task, we would simultaneously get valuable information on the students’ ability to read, write,and think with substance: on their capacity to think within an intellectually significant point of view, on their ability to identify important structures in thinking, and on their ability to begin to take ownership of ideas worth understanding.

Such an approach would send an important message to high school teachers: “Teach your students to write and think with intellectual discipline about matters of substance.”

Compare this message with that sent by a rhetorically designed prompt: “Teach your students to write in a smooth, fluent, and superficial fashion. Don’t worry about their having something of importance to say. Just make sure that what they say sounds good. It is not what you know that is important. It is what you appear to know, whom you can impress.”

The University of California president has successfully persuaded the College Board to rethink the SAT. Let us now persuade the board to—please!—Think again. We want substance, not puffery. We want students who can reason through clearly defined, challenging intellectual tasks—not emerging sophists ready to debate whether

This editorial Was published in Education Week, V. XXII, number 5, October 2, 2002.

Critical thinking definition

Critical thinking, as described by Oxford Languages, is the objective analysis and evaluation of an issue in order to form a judgement.

Active and skillful approach, evaluation, assessment, synthesis, and/or evaluation of information obtained from, or made by, observation, knowledge, reflection, acumen or conversation, as a guide to belief and action, requires the critical thinking process, which is why it's often used in education and academics.

Some even may view it as a backbone of modern thought.

However, it's a skill, and skills must be trained and encouraged to be used at its full potential.

People turn up to various approaches in improving their critical thinking, like:

Developing technical and problem-solving skills
Engaging in more active listening
Actively questioning their assumptions and beliefs
Seeking out more diversity of thought
Opening up their curiosity in an intellectual way etc.

Is critical thinking useful in writing?

Critical thinking can help in planning your paper and making it more concise, but it's not obvious at first. We carefully pinpointed some the questions you should ask yourself when boosting critical thinking in writing:

What information should be included?
Which information resources should the author look to?
What degree of technical knowledge should the report assume its audience has?
What is the most effective way to show information?
How should the report be organized?
How should it be designed?
What tone and level of language difficulty should the document have?

Usage of critical thinking comes down not only to the outline of your paper, it also begs the question: How can we use critical thinking solving problems in our writing's topic?

Let's say, you have a Powerpoint on how critical thinking can reduce poverty in the United States. You'll primarily have to define critical thinking for the viewers, as well as use a lot of critical thinking questions and synonyms to get them to be familiar with your methods and start the thinking process behind it.

Are there any services that can help me use more critical thinking?

We understand that it's difficult to learn how to use critical thinking more effectively in just one article, but our service is here to help.

We are a team specializing in writing essays and other assignments for college students and all other types of customers who need a helping hand in its making. We cover a great range of topics, offer perfect quality work, always deliver on time and aim to leave our customers completely satisfied with what they ordered.

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What Are Critical Thinking Skills and Why Are They Important?

Learn what critical thinking skills are, why they’re important, and how to develop and apply them in your workplace and everyday life.

[Featured Image]: Project Manager, approaching and analyzing the latest project with a team member,

We often use critical thinking skills without even realizing it. When you make a decision, such as which cereal to eat for breakfast, you're using critical thinking to determine the best option for you that day.

Critical thinking is like a muscle that can be exercised and built over time. It is a skill that can help propel your career to new heights. You'll be able to solve workplace issues, use trial and error to troubleshoot ideas, and more.

We'll take you through what it is and some examples so you can begin your journey in mastering this skill.

What is critical thinking?

Critical thinking is the ability to interpret, evaluate, and analyze facts and information that are available, to form a judgment or decide if something is right or wrong.

More than just being curious about the world around you, critical thinkers make connections between logical ideas to see the bigger picture. Building your critical thinking skills means being able to advocate your ideas and opinions, present them in a logical fashion, and make decisions for improvement.

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Why is critical thinking important?

Critical thinking is useful in many areas of your life, including your career. It makes you a well-rounded individual, one who has looked at all of their options and possible solutions before making a choice.

According to the University of the People in California, having critical thinking skills is important because they are [ 1 ]:

Crucial for the economy

Essential for improving language and presentation skills

Very helpful in promoting creativity

Important for self-reflection

The basis of science and democracy

Critical thinking skills are used every day in a myriad of ways and can be applied to situations such as a CEO approaching a group project or a nurse deciding in which order to treat their patients.

Examples of common critical thinking skills

Critical thinking skills differ from individual to individual and are utilized in various ways. Examples of common critical thinking skills include:

Identification of biases: Identifying biases means knowing there are certain people or things that may have an unfair prejudice or influence on the situation at hand. Pointing out these biases helps to remove them from contention when it comes to solving the problem and allows you to see things from a different perspective.

Research: Researching details and facts allows you to be prepared when presenting your information to people. You’ll know exactly what you’re talking about due to the time you’ve spent with the subject material, and you’ll be well-spoken and know what questions to ask to gain more knowledge. When researching, always use credible sources and factual information.

Open-mindedness: Being open-minded when having a conversation or participating in a group activity is crucial to success. Dismissing someone else’s ideas before you’ve heard them will inhibit you from progressing to a solution, and will often create animosity. If you truly want to solve a problem, you need to be willing to hear everyone’s opinions and ideas if you want them to hear yours.

Analysis: Analyzing your research will lead to you having a better understanding of the things you’ve heard and read. As a true critical thinker, you’ll want to seek out the truth and get to the source of issues. It’s important to avoid taking things at face value and always dig deeper.

Problem-solving: Problem-solving is perhaps the most important skill that critical thinkers can possess. The ability to solve issues and bounce back from conflict is what helps you succeed, be a leader, and effect change. One way to properly solve problems is to first recognize there’s a problem that needs solving. By determining the issue at hand, you can then analyze it and come up with several potential solutions.

How to develop critical thinking skills

You can develop critical thinking skills every day if you approach problems in a logical manner. Here are a few ways you can start your path to improvement:

1. Ask questions.

Be inquisitive about everything. Maintain a neutral perspective and develop a natural curiosity, so you can ask questions that develop your understanding of the situation or task at hand. The more details, facts, and information you have, the better informed you are to make decisions.

2. Practice active listening.

Utilize active listening techniques, which are founded in empathy, to really listen to what the other person is saying. Critical thinking, in part, is the cognitive process of reading the situation: the words coming out of their mouth, their body language, their reactions to your own words. Then, you might paraphrase to clarify what they're saying, so both of you agree you're on the same page.

3. Develop your logic and reasoning.

This is perhaps a more abstract task that requires practice and long-term development. However, think of a schoolteacher assessing the classroom to determine how to energize the lesson. There's options such as playing a game, watching a video, or challenging the students with a reward system. Using logic, you might decide that the reward system will take up too much time and is not an immediate fix. A video is not exactly relevant at this time. So, the teacher decides to play a simple word association game.

Scenarios like this happen every day, so next time, you can be more aware of what will work and what won't. Over time, developing your logic and reasoning will strengthen your critical thinking skills.

Learn tips and tricks on how to become a better critical thinker and problem solver through online courses from notable educational institutions on Coursera. Start with Introduction to Logic and Critical Thinking from Duke University or Mindware: Critical Thinking for the Information Age from the University of Michigan.

Article sources

University of the People, “ Why is Critical Thinking Important?: A Survival Guide , https://www.uopeople.edu/blog/why-is-critical-thinking-important/.” Accessed May 18, 2023.

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Vocabulary Virtuoso: PSAT-SAT Book 1

Grades: 8-12+

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This 208-page book increases vocabulary, stimulates imagination, and boosts standards-based language arts skills. Each of the lessons teaches PSAT and/or SAT vocabulary words, which are made up of dynamic, real-life words students may encounter while reading or use in their writing. Each lesson contains definitions, pronunciation keys, parts of speech, and alternate choices for each word made up of synonyms, idioms, and/or phrases. There are several activities, including a story involving students in a classroom setting. Students complete a variety of exercises requiring critical reading and writing skills to contextualize the words. The exercises deliberately use other forms of the words as different parts of speech, so that students learn to recognize these forms as variations of the original words— further expanding their vocabulary and enabling them to use the words in more contexts. The correct spelling of vocabulary words are emphasized with the jumble activity that asks students to unscramble the word before writing the correct spelling. Whether used in the traditional classroom, as a homeschooling resource, or for independent study, Vocabulary Virtuoso is a highly effective and fun vocabulary resource!

PSAT-SAT Book 1 — 180 Vocabulary Words and These Concepts: Literary - characterization, idioms, euphemisms, puns, aphorisms, jargon, allusions, irony, theme Rhetorical - The Art of Persuasion in Speech and Writing, Using the Extended Simile to Write a Poem History - The Renaissance, Renaissance artists

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COMMENTS

What is the Critical Reasoning section of the SAT like?
The Critical Reading sections of the SAT (formerly called "verbal reasoning") consist of two basic types of questions: sentence completions and critical reading (short and long passages). Two Critical Reading sections are 25 minutes long and one is 20 minutes long. Since one section of the test is experimental (although you won't know which one ...
SAT Critical Reading Practice Tests
All SAT Critical Reading Resources. Our free SAT Critical Reading Practice Tests are each a selection of 10 to 12 questions, which will give you a cross-section of topics from the Critical Reading section of the official SAT. You might think of them as little quizzes, which you can use to hone your skills.
SAT critical thinking Ivy Aspire
The SAT critical thinking section is evidence-based reading and writing will consist of 200-800 points in the revised New SAT. Further, this section will consist of 4 individual passages and 1 pair of shorter passages written by two authors related to the same topic. Each passage will have 10 to 11 questions and the section consists of 52 ...
SAT Practice Test
The SAT exam is a measure of the critical thinking skills you'll need for academic success in college. The SAT assesses how well you analyze and solve problems; skills you learned in school that you'll need in college. The SAT is typically taken by high school juniors and seniors. Each section of the SAT is scored on a scale of 200-800, with ...
SAT Essay Rubric: Full Analysis and Writing Strategies
The other piece of the puzzle (apparently this is a tiny puzzle) is making sure you are able to back up your point of view and critical thinking with concrete evidence. The SAT essay rubric says that the best (that is, 4-scoring) essay uses "relevant, sufficient, and strategically chosen support for claim(s) or point(s) made.
SAT Critical Reading
Example Question #1 : Sat Critical Reading. Passage 1: Questions 1-7 refer to the following passage, which is adapted from Three Men in a Boat (To Say Nothing of the Dog), 1889, by Jerome K. Jerome. There were four of us—George, and William Samuel Harris, and myself, and Montmorency.
10 tips for acing SAT reading
1) Take a moment to understand the question before you jump to eliminate any answers. This is especially true when a question is worded in a complex/confusing way. High scorers often lose points because they don't take a few seconds to think about what complicated questions are really asking. As a result, they are either unsure of what they ...
How to Improve SAT Scores: Critical Thinking
At Think Tutoring, our SAT Prep program prepares students to succeed by not only mastering the fundamental skills of math, reading and writing, but recognizing patterns and applying deductive reasoning. Because the first and most obvious answer is not always the correct one. For more information on our SAT Prep Program, call as 973-593-0050, or ...
How to improve critical thinking skills for the SAT exam in just three
Play Games. Believe it or not, playing games can help improve your critical thinking skills. Games like chess, Sudoku, and crossword puzzles require you to think strategically, analyze patterns, and solve problems - all skills that are essential for the SAT. So, take a break from your SAT prep and play some games to help improve your critical ...
SAT Critical Reading Tips
Having a strong vocabulary is one of the cornerstones of good SAT critical reading performance. Without a strong vocabulary, you may not be able to fully understand the passage, questions, and answer choices. It's frustrating to see a serious student who just doesn't have time to improve his or her vocabulary enough before the test to see ...
Understanding the Different Types of SAT Reading Questions
The SAT Reading section is designed to test your comprehension, analytical, and critical thinking skills. It is not enough to simply understand the text; you must also be able to analyze and interpret it in a way that allows you to answer a variety of questions. In this blog post, we'll break down the different types of questions you can expect ...
Mastering the SAT and ACT: 5 Must-Have Critical Thinking Tools
5) Executive Function: Time Management and Decision Making. The SAT and ACT are timed tests, adding an extra layer of complexity. Effective time management is crucial, and the ability to make strategic decisions about which questions to tackle first is a reflection of sound critical thinking skills. All too often test takers foolishly squander ...
SAT Critical Thinking Prep Course (Summer)
Our Critical Thinking Course will teach students to think with the medium of SAT questions. Lee Academics SAT Critical Thinking Course (120 hours) includes: 60+ instructional hours of lessons. 36 office hours. 8 proctored exams. Makeup lessons as needed. Access to 60+ real College Board SAT exams. It is highly advantageous to study many exams.
Critical Thinking
First published Sat Jul 21, 2018; substantive revision Wed Oct 12, 2022. Critical thinking is a widely accepted educational goal. Its definition is contested, but the competing definitions can be understood as differing conceptions of the same basic concept: careful thinking directed to a goal. Conceptions differ with respect to the scope of ...
SAT Critical Reading : Free critical reading practice tests for the SAT
Practice tests. The practice tests we have designed for you in each of the areas, contain vocabulary of the level used by the SAT test makers. Keep a notebook handy while doing the tests and jot down any unfamiliar words. Look them up in a dictionary and learn them before taking any further tests. Why not try one of our free tests now:
College-Level Rigor in the High School Classroom: SAT Curriculum
SAT, Common Core, and College Readiness No teacher, at the beginning of their career, enters the field to teach test prep. Likewise, no student shows up for their English or math class expecting an SAT prep class. ... One of the most common mistakes in student critical thinking is to make a claim about a particular text without appropriate ...
PDF SAT Reasoning Test & SAT II: Subject Tests
What is the SAT? • "a measure of the critical thinking skills you'll need for academic success in college. The SAT assesses how well you analyze and solve problems- skills you learned in school that you'll need in college" - collegeboard.com • Nearly every college in America accepts in as part of their admissions process
Editorials: Re-thinking the SAT: Rhetoric or Subst
Suppose, in contrast to a rhetorical model, a critical-thinking model were used (after all,the SAT claims to be testing for critical thinking and problem-solving as well as communication skills). Students would be given an intellectually well-defined task. The criteria for assessment would include universal intellectual criteria of importance ...
What Is Critical Thinking?
Critical thinking is the ability to effectively analyze information and form a judgment. To think critically, you must be aware of your own biases and assumptions when encountering information, and apply consistent standards when evaluating sources. Critical thinking skills help you to: Identify credible sources. Evaluate and respond to arguments.
Using Critical Thinking in Essays and other Assignments
Critical thinking, as described by Oxford Languages, is the objective analysis and evaluation of an issue in order to form a judgement. Active and skillful approach, evaluation, assessment, synthesis, and/or evaluation of information obtained from, or made by, observation, knowledge, reflection, acumen or conversation, as a guide to belief and action, requires the critical thinking process ...
SAT Critical Thinking Class
sat critical thinking class. This class was created by Brainscape user Pamela Gaskill. Visit their profile to learn more about the creator. By: Pamela Gaskill Start Studying. decks; flashcards; learners; Decks in this class (16) SAT Vocab 101-120. 101 condescend, 102 orthodox, 103 iconoclast 20 cards
What Are Critical Thinking Skills and Why Are They Important?
It makes you a well-rounded individual, one who has looked at all of their options and possible solutions before making a choice. According to the University of the People in California, having critical thinking skills is important because they are [ 1 ]: Universal. Crucial for the economy. Essential for improving language and presentation skills.
Vocabulary Virtuoso: PSAT-SAT Book 1
PSAT-SAT Book 1 — 180 Vocabulary Words and These Concepts: Literary - characterization, idioms, euphemisms, puns, aphorisms, jargon, allusions, irony, theme. Rhetorical - The Art of Persuasion in Speech and Writing, Using the Extended Simile to Write a Poem. History - The Renaissance, Renaissance artists. Details.

SAT Critical Thinking

What is on the SAT critical reading?

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The Complete SAT Essay Grading Rubric: Item-by-Item Breakdown

Surface Level: Factual Accuracy

Higher Level: Understanding of Central Ideas

Part I: Critical Thinking (Logic)

Part II: Examples, Reasons, and Other Evidence (Support)

Precise Central Claim

How Do I Use The SAT Essay Grading Rubric?

Use The SAT Essay Rubric To...Shape Your Essays

Use The SAT Essay Rubric To...Grade Your Practice Essays

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SAT Critical Reading : SAT Critical Reading

Example Question #1 : Sat Critical Reading

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10 tips for acing SAT reading

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How to Improve SAT Scores: Critical Thinking

PATTERNS ON THE GO

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1-Week

How to improve critical thinking skills for the SAT exam in just three months

Understand What Critical Thinking Is

Practice Mindfulness

Practice with Sample Questions

Learn to Recognize Logical Fallacies

Practice Arguing Both Sides

Focus on Clarity and Precision

Collaborate with Others

Seek Out Feedback

Think Outside the Box

Stay Informed

Take Breaks

Work on Vocabulary

Practice Active Reading

Take Practice Tests

Practice Writing

Read Widely and Actively

Use Thought Experiments

Practice Logic Puzzles

Attend Workshops and Seminars

Participate in Group Discussions

Evaluate Your Own Thinking

Analyze Arguments

Seek out Different Perspectives

Don't Give Up

Ask Questions

SAT Critical Reading Tips

The SAT critical reading section is perhaps the most difficult section to improve relative to the other sections—especially for students who are not avid readers—but, like the other sections, you can certainly get better with practice.

Learn to read carefully:

Look for evidence:

Use individual words to identify correct answers:

Obsessively review your wrong answers:

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