The following paper deals with the question of how competences of argumentation are being promoted in schoolbooks of secondary level 1 and 2. Concerning the aim of this paper, consisting of a theoretical and an empirical part, it is structured in the following way:First of all, basic aspects of arguments and argumentations will be discussed in the theoretical part. In addition, the main focus will be in different areas of demands of argumentation, which are, considered from a socio-psychological and cognitive oriented perspective, the professional skills as well as the moral and socio-communicative areas of competence. The linguistic area of competence will be analysed from a linguistically oriented point of view. The following chapter deals with the development of writing in respect of argumentative texts. For this purpose Bereiters and Augsts/Faigels development models will be introduced. Moreover, Vogts structure formats will be explained. Even curricula of AHS secondary level 1 and AHS secondary level 2 will receive a thorough examination.In the empirical part of the paper the analysis of the imparting of the competence area of argumentation will be in focus. Particular attention will be drawn to how the ability to form arguments should be increased gradually. Additionally, it will be analysed in which ways different areas of demands of argumentation, the professional skills as well as the moral and socio-communicative and linguistic competences are being promoted. Furthermore, curricula and Bereiters and Augsts/Faigels models of competence as well as Vogts structure formats will be addressed in the analysis. As seen in the outline of content, the theoretical part of the paper serves as a basis for the empirical examination and provides principal information of criteria for the analysis. Finally, the paper will be concluded with a summary of results.