In this essay, I reflect on over 15 years of experience in the field of special education to explore diverse ways of engaging students in opinion and argument writing. I outline, according to the Common Core standards, the progression of writing in the early years with an emphasis on opinion writing through the later elementary, middle, and high school years, when the focus shifts to argument writing. I suggest that bias is a central feature to both opinion and argument writing that can uphold students' ability to sustain interest in their writing as well as contribute to writing that is dynamic and rich. The essay highlights how three particular teaching stances--action-oriented, Socratic Seminar, and visual--can offer meaningful learning experiences for students who learn in unconventional ways, such as those with Learning Disabilities (LD).