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.