A study investigated the interrelationships among warrants, argument dimensions, and perceived argument effectiveness. Warrants were operationalized as analogies, examples, and causal warrants, while argument dimensions were defined as degree of logicality, emotionality, and ethicality. Based upon prior research, weak and strong arguments were developed using each of the three types of warrants for each of three attitudinally-different topics. Further, the influence of critical thinking instruction was examined. A total of 393 students from two major western universities were surveyed. Analyses revealed topic, warrant, and instruction effects. The research suggests implications for bases of argument perceptions and pedagogical approaches toward critical thinking instruction. One appendix containing arguments used in the study, and 35 references are attached. (Author/SG)