The writer analyses the argumentation schemes, of which classification adopted form Kienpointner(1992), in the argumentative texts written by elementary and middle school students in the 6th, 8th, and 10th grade. Most schemes found in the texts are ‘causality, inductive examples, and comparison’ and some others are ‘opposition, illustrative examples, analogy, authority.’ The distribution of these schemes in the texts depends on the individuals and groups respectively. Cognitive patterns of using argumentation schemes are supposed to be related with the issues and the standpoints the arguers adopt. Aspects of argumentative interaction are mostly critical questions and responses to them. The questions are related to the status of the premises, soundness of reasoning, and property of expression. The responses are argumen- tative moves like critique, acceptance, explanation, and refutation, etc. From the analysis, the writer gives following suggestions: 1) Teach argumentative schemes to students in order to support their controlling cogni- tive constraints. 2) The argumentative schemes given should be organized according to the developmental level of students. Teaching argumentative writing should be planned to formulate the students’ critical literacy and further more to build them as critical subjects. 【key words】argumentation, argumentation scheme, argumentative text, argumentative writing, etc.