Stacey Zhu

The Translation of Critical Thinking” (2022-2023)

I’ve never considered myself a good writer, especially since English is my second language. Holding the thought that “it’s not my strength,” I initially brainstormed numerous topics for this essay about my literacy growth. I eventually thought about the challenges I faced when I’m required to think critically in English. Critical thinking is one of the most important skills that our expository writing classes try to cultivate, and I have found it challenging. 

As I did my research, I pondered how my education shaped my critical thinking skills and the specific cultural barriers that prevent me from engaging in critical thinking in the U.S. writing class, such as the culturally determined attitudes to authority. I asked: What do I believe about critical thinking? Do I see it as important to my education, sense of self, learning and thinking, and writing? Is critical thinking as crucial as my American professors make it out to be? How can educators facilitate critical thinking? 

I had assumed there was nothing remarkable or meaningful for others in my experiences as a writer. However, I discovered not only that my writing and literacy are unique but also that they are the result of influences ranging from micro-levels (the classes I took) to macro-levels (my culture and beliefs). Writing this essay allowed me to reflect on those forces. 

One challenge I faced while drafting this essay was balancing my anecdotal experiences with academic research. In previous essays, I usually only included personal stories in the introduction, so weaving my own stories through the entire essay, along with relevant academic sources, was sometimes a struggle. Another concern I had was writing for a more extensive audience. With the helpful feedback from my professor and classmates, several messy mind maps, and many revised drafts, my essay was finally completed with my new perspective, with new reflections, and with confidence. 


Stacey Zhu, ‘24, is majoring in applied psychology at Steinhardt. Aside from pursuing extracurricular activities that deepen her engagement with psychology, she is passionate about theater, music (especially Taylor Swift), and languages. Born and raised in China, Stacey is interested in intercultural communication and appreciates NYU’s cultural diversity. She is fascinated by the impact of culture on people’s feelings, thinking, and behaviors. In this essay, she explores how her education in China and the underlying Chinese culture influence and challenge her critical thinking skills when writing in English for college.