النّص الحجاجي وتنمية مهارات التفكير النّاقد والإبداعي

Abstract

This study explores the role of language in developing critical and creative thinking through argumentative essay writing. It investigates how elements of critical thinking (CT) and creative thinking (CT5) are reflected in essays written by third- and fourth-year middle school students taking an argumentative writing course. Essays were analyzed using Stapleton’s CT criteria (2001), examining claims, reasoning, evidence, opposing arguments, refutations, and fallacies. Results show weak arguments due to insufficient reasoning and evidence, poor logical connections, and limited refutation skills. Fallacies, mainly generalization and oversimplification, were common. The study provides insights for teachers and educational planners on enhancing CT skills in middle school writing.