The paper discusses argument pedagogy for graduate and professional students with learning disabilities (LD) in the context of academic writing. To understand the nature and types of writing problems that graduate and professional students with LD experience, the author presents results of a university-wide survey with the students who did and did not report LD. The results show that students reporting LD reveal higher needs in five recognized stages of the writing process: selecting knowledge, synthesis of ideas, translation into text, reviewing, and monitoring. They exhibit especially strong differences in the synthesis stage, which includes argument building, development, and organization, and in the reviewing stage, including sentence structure, clarity, punctuation, and formatting. These findings indicate that not only do LD students display needs in high-order and low-order cognitive tasks, but that different stages of highly cognitive tasks cause different degrees of difficulty for them. The results support the five-stage writing process model. Based on this model, the paper proposes a Recursive Step-By-Step Approach that facilitates the process of argument crafting. By dissecting argument building into feasible steps, students with LD can approach the argument writing task, avoiding procrastination and writing blocks.