Abstract
W e require our students to have the skill to read research articles critically, but it is a skill that we frequently assume rather than one we try to teach. T w o techniques for promoting critical reading are discussed here. One focuses on the content o f research articles and has been used successfully with higher-level research classes, where critical reading can be incorporated as a specific course aim. T h e other is a novel technique that requires a more global response to a research article and is applicable to classes at all levels of the curriculum. Each is adaptable to the specific needs o f a class, and both appear to prom0t.e critical reading of research by students.
