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Argumentation, as an immanent practice in any discipline and analytical approach, requires a reflection on the processes likely to allow the exploitation of its resources in discursive or editorial situations of argumentative texts. This exploitation must naturally allow for a transfer of argumentation patterns in order to optimize the development of this skill in learners. This transfer through schemas (and not through automatisms) is supposed to provide learners with the necessary device to understand the functioning of argumentation and its subtlety.