This paper aims to clearly present current English teaching and learning situations and problems in the vocational college in Korea. Ensued are the reasons and the purposes of the urgent need of a curriculum unit to teach argumentation writing. A 12-lesson plan is cleared outlined under the theories of Genre-Based Pedagogy and Systemic Functional Linguistics and designed for the third-year college students in Korea as its target. Implications of this curriculum are also provided at the end of this paper in an attempt to make this curriculum unit more practical and feasible.