On a February morning, Ms. Nelson (all names pseudonyms) was preparing her eleventh-grade class for a new unit with the goal of crafting arguments about the people and issues present in the classic novel "Things Fall Apart" by Chinua Achebe. As, teacher educators Eileen Shanahan and Min-Young Kim were observing in the classroom, it was not uncommon to hear students' claims like those of Maria: "Their behavior is unacceptable and disturbing." Filled with issues of cultural values, identity, and racism related to the British colonization of a Nigerian village in the 1800s, "Things Fall Apart" provided opportunities (or traps) for students to apply their notions of human rights to their arguments about the characters presented in the text. But though convenient, to fully understand the text and to craft sophisticated arguments about it, students needed to consider the values that undergirded their own arguments, as well as the values of their audience. Students learned that argumentation is not just about making passionate, grand claims to win over, but rather a process of understanding themselves and others and forging connections between them. In this article Shanahan and Kim describe the learning (theirs, Ms. Nelson's, and the students') that occurred, which shaped their understanding of argumentation. Particularly, they propose "introspective argumentation": an approach to argumentation that foregrounds personal values by looking inward within oneself and outward at the perspectives of others to create conversation with texts, others, and the world around us and to construct relationships among these. Shanahan and Kim provide steps and strategies for approaching introspective argumentation in the classroom and evidence of student learning.