This paper is the introduction to a workshop session demonstrating how English and language-arts teachers can teach critical thinking and writing simultaneously to students in grades 4 through 14. It describes how to transform specific skills into frames for critical thinking and writing such as: (1) explaining; (2) categorizing; (3) comparing and contrasting; (4) evaluating; (5) interpreting; (6) justifying with reasons; (7) applying principles; and (8) deriving propositions. Frame negotiation and use are explained, and the model underlying this approach is summarized. The methodology is based on student and teacher negotiation of the thinking steps that implement particular critical thinking skills. This methodology helps students acquire and internalize the skills and transfer them to new situations. Ways in which English and language-arts teachers can use the frames approach within their own curricula and through their own writing assignments are considered. Twenty-three figures illustrate the discussion. (Contains 8 references.) (SLD)