Responsible instruction teaches students to navigate digital news and social media spaces that barrage and overwhelm many of them. In truth, it overwhelms many adults. This article examines how English Language Arts (ELA) classrooms are uniquely positioned to curtail this trend by teaching students the value of informed citizenship and compelling argument. This understanding of argument writing as part and parcel of citizenship conceptualizes argument as a set of "social practices" (Newell et al. 1) where students inquire, build knowledge, develop a claim, perhaps change their minds, and ultimately choose to deliberate with others about a mutual issue or concern.