笔者结合研究生“西方文论”课程论文的写作情况，指出目前存在的“题目中观点的缺席”、“观点弱化”及“论证薄弱”三个主要问题，阐明思辨能力中“阐释”、“分析”、“评价”、“推理”、“解释”和“自我调节”六方面内容和文学课程论文写作之间的联系，并提出应对方法。教师在教学中，需关注学生是否做到准确理解文本，引导他们发现问题后论证观点，最后呈现其观点。文学课程论文的写作质量与其结构、内容和语言相关联：论文框架是否完整及合理，论文是否有独到见解、对文本和文本的生产语境是否熟稔、文本与理论视角间是否密切关联、理论概念的理解是否透彻、文本细节是否切当丰富、参考文献引用是否贴切、论文语言是否规范等。学生完成一篇合格的课程论文，会为他们的学位论文写作做一定铺垫。

Based on a case study of the graduate course papers for “Western Literary Theory and Criticism”, the paper examines the three problems, i. e. “the absence of a viewpoints in the titles”, “the weakening of viewpoints” and “weak argumentation”, illustrates the relationship between the six elements of critical thinking and paper writing for literary courses, and proposes tentative solutions to such problems. It is significant for teachers to ensure students’ proper understanding of literary texts, guide them to raise questions, to think critically, illustrate and present their arguments. The quality of a course paper is determined by its structure, content, and language as ideally represented in the complete and relevant structure, insightful perceptions, the familiarity with the text and its literary production, a close relationship between the literary text and possible perspectives, the deep understanding of theoretical concepts, rich textual evidence, appropriate citations, and appropriate language and format. A qualified course paper to some extent is a necessary preparation for students’ thesis writing.