Using case study research methods, we investigated the effectiveness of a dialogic tutoring model informed by cognitive strategy instruction to implement a problem-solving strategy using a gradual-release-of-responsibility model of instruction situated in stasis theory. Eight minority 10th graders participated because of their difficulties with prewriting/invention in identifying and constructing claims and supports in the writing of their persuasive papers. Compared to baseline scores derived from their previous persuasive papers, the 8 participants scored higher on the dimensions of (a) development, organization, focus, and clarity and (b) voice but at almost the same level on the dimension of conventions. Based on interactions with the participants, we are convinced that the stases used as a reading and writing strategy offer a potentially powerful heuristic in bridging the gap between the more abstract Toulmin model and the practical and strategic challenge of filling the slots in that model.