Teachers of seminar classes in Japanese universities often encounter the challenge of students' difficulties with critical thinking and research skills. This presentation will outline a unit teaching research skills in an introductory EMI seminar. Previously, the focus was on explaining the present by looking at the past, but is evolving into a multifaceted, skills-based unit to better address student needs. This presentation gives a preliminary report on this new unit. Over the course of the seminar, teachers introduce three strategies of analysis: comparing sources, identifying stakeholders, and developing conceptual awareness. For each strategy, students prepare independently, then complete group activities to scaffold the methods which highlight their importance. Students then produce a final group project based on a recent news story of their choice, with the aim of utilizing the analytical skills developed through the project. Challenges were primarily in students’ difficulties in drawing connections to bigger, complex concepts. To improve effectiveness, we propose more time for in-depth exploration and integrating materials from other classes to promote holistic development of critical thinking. The presentation aims to offer a concrete approach to teaching critical thinking, analysis, and research skills.