The Corelation Of Critical Thinking And The High School Students’Writing

It is widely accepted that there is a tight connection between thinking and writing. As one of the many ways of human’s thinking, critical thinking(CT) without doubt corelates with the high school students’writing. Only by unveiling the close relationship between CT and second language writing will English teachers in senior high schools be fully aware of the significance of cultivating CT in English teaching class, which, in return, marks a critical step in improving the present English teaching situation, where teachers universally attach great importance to language skills but neglect the thinking skills. If teachers realize the significance, there is no doubt that senior high school students will be given more golden opportunities to improve their writing and thinking skills, which means an increase of their autonomous learning abilities and the development of innovative abilities.Based on the existing theory and research into critical thinking, this study employed questionnaire, writing assessment, sampling and interview as research instruments. By using Excel statistical system, most data collected from the questionnaire and the examination were processed. The students from two classes in Grade Two in Jiang Xia Yi Zhong participated in this research. The results of the study showed how CT and writing ability were correlated, attempting to explain it and give some teaching and learning suggestions.This study reveals the following main facts. Firstly, senior high school students do have CT abilities but the abilities are uneven, some excellent while some terrible, many of whom are on a low medium level. Secondly, the quantitative analysis displays that there is no significant correlation between CT and senior high school students’writing ability, while the qualitative analysis shows the opposite. Thirdly, the influence of CT on high school students’English writing can be summarized into the following aspects: examining the topic, the clarity of the argument, the relevance between arguments and supporting content, coherence, reasoning and the length of the text. It is not always true that the stronger CT skills they have, the better they will do in the above six aspects. Some students with lower CT skills can also perform well. Furthermore, the interview presents further details of the lack of CT in writing. Also, it confirms that with the combination of emotions, attitude, confidence and strategies and so on, CT skills obviously affect high school students’ writing. In the end, the study puts forward some practical implications for both teachers and students, so as to provide some reference value for further research. It can’t be denied that there is a big limitation of this study, therefore, the topic remains to be further in-depth studied.