With the advent of the Common Core State Standards (CCSS) (2010), argument writing has assumed a dominant role in writing instruction. Even though most students learn to argue from a young age, as they advance in the middle school grades, they must acquire more structured and sophisticated writing skills that support logical, evidence-based arguments. Many teachers feel overwhelmed with the demands of CCSS implementation and may feel concern regarding how to teach argument writing to make it accessible to students with varying academic abilities and learning styles. Based on our experiences teaching writing instruction on the secondary and college levels and providing staff development to teachers for more than thirty five years combined, we argue that though the task of teaching argument writing is challenging, with varied approaches, teachers and students can succeed. In this article, we provide teachers with instructional strategies for argument writing that align with the model of process writing.