The purpose of this paper is to examine the difficulties and strategies of Chinese Korean learners during the process of writing argumentative texts. To this end, the difficulties and coping strategies that learners recorded during an argumentative writing process were collected and analyzed. As a result, the most difficult task for learners was translating which they overcame through dictionaries and translation apps. The greatest difficulty in organizing content was the logic of argument development. This is a matter of differences in the structures of argumentative texts in Chinese and Korean and of writing composition abilities. The solution was to divide the process into three steps: a suggested structural comparison of Chinese and Korean argumentative texts, writing guidance for each section and paragraph, and guidance for improving cohesion and coherence. The greatest difficulty for learners when trying to generate content was to generate evidence. This is due to genre differences between Chinese and Korean argumentative texts, learner’s lack of background knowledge, and insufficient information gathering skills. These difficulties were overcome by dividing this process into two stages: we proposed a comparison of the genre characteristics of Chinese and Korean argumentative texts and a guidance for methods of evidence search and selection.