Teaching writing social argumentative (SA) paragraphs is an important content in the Vietnamese Literature curriculum for High school, contributing to the formation and development of students' writing ability in school. However, the reality shows that teachers often organize writing lessons in just one pattern: all students will write on the same topic with the same system of ideas developed, and as a result, it is difficult to find the students' imprint in each writing. In this article, we propose to design the procedure of organizing teaching writing of SA paragraphs by Learning Corners - a methodology aimed at allowing students to acquire knowledge according to different learning styles, ensuring students' deep learning and comfortable learning - as a measure to overcome the above-stated situation as well as promote the positivity, initiative, and creativity of students when participating in the writing process.