One of a series dealing with current issues affecting language arts instruction, this paper focuses on thinking skills. The paper begins by raising two issues: whether thinking skills should be taught as part of each subject area, as a separate skill, or both, and whether English and language arts teachers have a special role in the teaching of thinking skills. Next, the paper summarizes some professional viewpoints regarding thinking skills, noting that each argues persuasively for a particular approach and makes claims for the feasibility of classroom applications. The paper concludes with eight questions, gleaned from the ideas of theorists and researchers, that might be applied to almost any classroom material or activity and the answers to which serve as guidelines for teaching thinking skills: (1) What thinking skills underlie this material/activity? (2) Is the material/activity more than a "brain teaser"? (3) Is the content of this material/activity within the range of the students? (4) Is sufficient preparation given for performing the essential intellectual tasks embedded in this material/activity? (5) Does the material/activity allow for verbal elaboration about points in question? (6) If writing is required in this material/activity, is provision made for prewriting discussion? (7) Does the material/activity help make the students aware of the fact that they are exercising particular thinking skills? and (8) Is the teacher's role in the material/activity consistent with the development of students' thinking skills. (HOD)