Abstract
An adequate evaluation of argumentation starts from an analytic overview of the argumentative discourse. In such an overview, among other things, the unexpressed premisses and the relevant argumentation schemes are identified (van Eemeren and Grootendorst 1984, 1992). The extent to which ordinary language users are capable of carrying out such identifications can only be answered by the use of empirical research. Here, we report about our empirical investigations on the performances of students in Dutch secondary education.
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