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Critical thinking has been subject to various theoretical interpretations. Despite the differences, it has been perceived to principally build upon argumentation skills. One of the skills involves anticipation of the putative reader. This paper establishes an insight into how this knowledge can be grounded for timely reader anticipation to evidence the skills in thinking critically when constructing a written argument. It draws on the interaction of interpersonal meaning patterns from the discourse semantic level in selected sets of low and high achieving texts, with a focus on the macroThemes...

Argumentative writing is necessary for academic success at tertiary level in both Anglophone and EFL contexts. Being able to argue in English in academic ways, however, presents significant challenges for EFL students, particularly those with low English proficiency levels. Many EFL students have little experience with written academic argument genres and rhetorical writing styles in English, and insufficient understanding of the value of ‘objective’ evaluative writing. Despite the challenges faced by EFL students in learning to argue in English, to date little research has focused on trac...