This paper summarizes the 1986 findings of Kyoko Oi on the distinctive features of differences in discourse pattern between English and Japanese, using results from the argumentative English as a Second Language (ESL) writing of 87 Japanese students in Japan. Specifically, the study aims to examine whether the inner-argumentative analysis will enable the Japanese ESL students to: (1) write high-rated argumentative essays; (2) write in the General-Specific (GS) discourse pattern; (3) write in the one-directional argumentative pattern; (4) change argumentation less often in their writing; and (5) correspond the initial argumentative position with the closing position. Findings indicate that inner-argumentation analysis was an effective pedagogical tool. Data were analyzed by holistic scoring, discourse pattern, inner-argumentation pattern, argumentative alternations, and discrepancy between the initial statement and the final statement. Once students were given rhetorical instructions, their argumentative writing improved. Quantitative analysis showed a general pattern of improvement. To examine this change in more detail, a qualitative analysis was conducted. It was found that second essays were rated higher, were written in the general-specific discourse pattern and in the one-directional argumentative pattern, and argumentation changed less often. Actual writing samples are appended. (Contains five references.) (NAV)