You’ve decided you’re ready to teach argumentative writing. 

Did you just get that overwhelmed feeling in the pit of your stomach? Don’t worry - that reaction is completely normal. Teaching an argumentative essay can feel like a big lift, especially when you’re thinking about claims, evidence, reasoning, structure, and sources all at once (I’ve been there, too).

But before you even begin teaching essay structure - before outlines, the argumentative writing graphic organizers, or writing a single paragraph - there’s one essential step you should take first. 

By the end of this post, I promise you’ll feel more confident (and maybe even excited) to start your argumentative writing unit. 

Start with discussion before writing ever begins. 

Before students write, they need to talk. 

Hear me out.

Everyone is used to convincing others of something. Our students are actually pretty good at it. My sixth graders this year are masters at trying to convince me to let them play silent ball during homeroom - or grudge ball when it’s time to review for a math test. They’ll give me all the reasons they can think of for why we should skip my plans and play the game instead.

Sometimes it works (but definitely not always). 

Convincing someone verbally feels natural.

Writing an argumentative essay, on the other hand ( with a clear position, evidence, reasons, and sources), feels much harder.

That’s why, especially in 6th grade argumentative writing, we should start with what students already know: discussion. 

How I structure these discussions: 

One way I introduced this earlier in the year (almost by accident, but it worked beautifully) was through classroom community building.

A quick note: I teach sixth grade in a self-contained classroom, so I see my students most of the day. If you teach multiple classes, this can easily be adapted as a bell ringer or warm-up).

Here’s what it looked like:

• Every morning, after morning work, I give my students a “Would You Rather” question. 

• Students must pick a side - no wishy-washiness here. 

• I read the choices aloud while students quietly think about their position.

• When they’ve made a decision, they give me a quiet thumbs-up.

• On my signal, they move to the side of the room that matches their position.

• Students get about 45 seconds to explain why they chose that option to nearby classmates.

• I ring a bell and pull 4-5 popsicle sticks. Those students share their position and reasoning while the class listens respectfully. Throughout the week, everyone gets a turn. 

How does this connect with argumentative writing?

These “Would You Rather” discussions connect directly to skills students need for an argumentative writing unit.

When we officially began our unit, I continued with discussion-based prompts - this time using a mix of fun and relevant topics in a Think-Pair-Share format. Since we started this unit in late November, questions included things like:

• Would you rather decorate for Christmas after Halloween or after Thanksgiving?

• Is brainrot helpful or harmful to children and teens? 

(Their passion about brainrot being harmful honestly surprised me).

These discussions did several important things:

1. Students were engaged in topics they cared about

2. They practiced taking a clear position

3. They supported their ideas with reasons

4. They heard and responded to counterclaims from peers

5. They became more confident in expressing their thinking

All of this happened before they were ever asked to write an argumentative essay, which made the transition to writing feel much more manageable. 

How does this connect with argumentative writing?

Before students can write strong arguments, they need opportunities to think, talk, and disagree respectfully.

Starting your 6th grade argumentative writing unit with discussion builds confidence, clarifies thinking, and gives students a low-pressure way to practice the exact skills they’ll need later on the page. When students already know how to state a position and explain why they believe it, the writing becomes far less intimidating.

In the next post in this series, I’ll share what to focus on next once students are comfortable discussing their ideas - and how to begin transition those conversations in to written arguments.

If you’ve ever felt overwhelmed about teaching argumentative writing, this step alone can make a huge difference! 

Looking for some extra support with writing in the form of an already done-for-you unit? Check it out here!