After ten years of public school teaching and countless student teaching observations, the author knows firsthand that English language arts (ELA) teachers are committed to teaching researched argumentative writing and, further, they often frame their assignments as questions. In this article, the author proposes that ELA teachers accelerate students' literacy growth by guiding them to write arguments that are not only debatable and defensible but also nuanced (National Writing Project). In so doing, students of all ability and confidence levels are more likely to take intellectual risks, to be more fully informed, and to participate in civil discourse.