● Critical thinking and other transferrable skills are context-

dependent, at least partly. You cannot have critical thinking

without experiencing similar events. But, context-dependent
writing will have limited functions if the writer adds nothing
to other general skills which are applicable to a larger set of
contexts and purposes. "Critical thinking implies the ability
and inclination to examine things from different points of
view, to develop, test, and apply theories in order to come to
understand experience. Critical thinking is clearly not a value
sole to this community, but for nonfiction writers it is a kind
of knowing that is the result of writing and reading, a kind of
knowledge that develops intertextually … its purpose is the
critical examination of social phenomena from the point of
view of current theories; the mode of writing is analysis,
synthesis, hypothesis, and comment." it is also a community
that values "cognitive dissonance", that values the ability to
think about contradictions, "to see in them not only the
established reality but also the alternative possibilities they
contain". 
●  

● Strong readers must try out various readings, various

performances, of the text. To be strong readers, students must
be weaned from their belief that reading is about decoding or
uncovering the one "real" topic or theme of a text. They must
entertain the notion that all reading is misreading; that is, all
reading is a recomposition of the text that is not the text
itself, and is thus, and inevitably, a "misreading". These
misreadings are not simply