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The purposes of this study are to explore critical thinking in the teaching materials of argumentative essay devised for Indonesian EFL learners. In academic writing, an argument is a line of reasoning that supports a central claim or position. The focus of the study stresses in how critical thinking is encouraged in the argumentative writing reflected in the teaching materials, writing process and teaching strategies.  Additionally, this study aims to define kind of the argumentative writing modes that the inclusion of critical thinking fixes to encourage critical thinking writing. This study uses content analysis research design and applies thematic analysis for the data analysis. Ten students and five professors are recruited as the research participants. Additionally, five semester course plans in argumentative essay writing are selected as the corpus. Results show that to argue you do not just describe or list what others have said, but show what you think, and why.  Critical thinking in writing presents to draw conclusions, take a clear position and support views with evidence and reasoning.  Consequently, proper teaching materials that encourage critical thinking writing include paragraph, a three-paragraph essay, extended composition and a review paper that ranges from 500 to 5,000 words length.  This study presents an improvement novelty that reconstruction of critical thinking perspective associates with local values and Indonesian learning styles.