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This study aims to explore whether developing critical thinking ability from the perspective of pragmatic presupposition can help non-English majors improve their writing achievements. This empirical study employs tests as the instruments. 126 non-English majors from a key university of Shandong Province participate in the study. The results of the Ennis-Weir Critical Thinking Essay Test indicate that most subjects (95%) have inadequate or limited critical thinking ability, which leads to digression, repetitive and lengthy description, and unconvincing arguments, as well as illogical or incoherent structures in writing. After a ten-week teaching instruction from the perspective of pragmatic presupposition, students in experimental group improve their writing achievements, indicating that the instruction of critical thinking ability from the perspective of pragmatic presupposition may have certain effects on their writing performance. The study will promote the application of pragmatic presupposition to writing teaching and offer some implications for the teaching of English writing.

The Application of Pragmatic Presupposition in Developing Critical Thinking of Writing