Defining critical thinking as a conscious process means that teachers can make students aware of the process and can affect the process. In addition, teachers can help students to evaluate their use of the process. The goal in any course is to involve students in the practice of critical thinking, and the oral exam reflects the students' understanding of the content discussed in the course, their ability to operate within the gestalt developed throughout the term, to establish appropriate criteria, to generate possibilities, and to evaluate those possibilities using appropriate criteria. Much of the class time is spent considering questions such as, What is writing? What is literature? or What is language arts? Using a model suggested by Glatthorn and Baron, the oral final exam includes the following components: (1) goal; (2) redefining the goal; (3) search for possibilities; (4) search for evidence; (5) use of the evidence; and (6) concluding that the goal is reached. Examining the reactions and experiences of students to such an exam shows that depending on the particular situation, an oral exam can strengthen the learning community. Unlike other exams, the oral exam is not a solitary endeavor submitted to an "expert" for evaluation and grading. The oral experience permits students to participate in the critical thinking process while preparing for the exam, to share their knowledge with others, and to learn from their peers. (PRA)