We aimed to develop an argumentative writing strategy use scale for fifth–sixth-grade elementary students. The Study 1 results (N=426) indicated that the strategy can be classified based on five factors: reader awareness, consideration of opposing views, flow of composition, expressing one’s position, and proofreading. The content validity of this scale was examined by comparing the use of strategy between those with high and low subjective frequency or self-efficacy for writing essays. The results showed that the score for each strategy increased under both conditions, thereby indicating a degree of validity for the scale. Study 2 examined the relationship between the writing strategies for and evaluation of essays. Strategy use scores increased in the high essay quality group, rather than their low counterparts for three strategies: reader awareness, flow of composition, and expressing one’s position. Future research should examine whether essay quality can be improved by implementing the scale.