They see me Krollin', They hatin', Patrollin', They tryin' to catch me arguing differently

Although I think the main points in "Arguing Differently" are relevant and useful, I'm wondering if they are entirely applicable to English 1000. Now, this isn't another "I don't see how I can use these techniques from this reading in class" post. I think there are useful bits to this piece that can be transformed into lessons and activities for students. For example, I could have students read various essays that are conciliatory, integrative, and deliberative in style. The students might write summaries/reflections on which of the argumentative styles "worked" best for them. Then, I could have the students write three different introductions to their research paper--which we'll assume they have been working on for a few weeks now--using each of those styles. They don't have to keep those introductions for their final paper, but it's an activity to get them to think outside of the combative-argument box.
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The reason why I'm resisting this essay is that our students in English 1000 might not be at the level to address these nuanced approaches to argument. It's hard to ask them to argue differently when they have trouble arguing in general. Many of the students I meet at the Writing Center lack the foundation skills of argument. Giving them these intricate and demanding approaches might be a disservice to them.
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During my sophomore year, I had to write a Rogerian argument for the pretentiously-named "Advanced Expository Writing" (the course was soon split between the Writing Studies department, which kept the name, and the English department, which changed the name to "The Essay". The politics and fallout from the split are fascinating, perplexing, and worrisome to me. Several faculty members in the English department were forced out and into the Writing Studies department. Those faculty members soon left the university in a huff. Oh academia!). The essay was about abolishing the minimum wage, a position I wasn't for but I thought would be fun to write about. For the first third of the paper, I had to lead the reader, whom we had to assume was opposed to our position, through a series of paragraphs designed to show the common ground between our sides. Basically, we had to argue for them in some ways, then turn and gently convince them our side was more correct. The essay exhausted me and the rest of my classmates. In the end though, we had gained incredibly helpful skills in argumentation. And although my experience with this different way to argue was beneficial to me, it was an upper-level course and we spent a third of the semester on the form and the writing.
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As I wind up my post, I want to quote the piece of the essay that made me eager to teach. One of Kroll's students at the end of the semester writes, "However, the more I wrote, the more I realized that we use these alternate stances in real life, and not just for writing papers." At least one student saw the versatility of argumentation, and that is something I hope to convey to my students next year. Whether the extemporaneous exercise I created above will be helpful will have to be seen. Perhaps it will be too soon to introduce students to other forms of argument, or maybe they are ready.