The first subproject of KompAS (Kompetenzen mündlichen Argumentierens unter Schulkinder - Levels of oral argumentation skills among school children) starts with the inductively gained insight in conversation research that interactants collaboratively process different global jobs (such as the establishment of an obligation to give reasons or the negotiation of reasons) in argumentative conversation sequences. The project will investigate which pragmatic means - i.e., sequentially situated conversational moves that first constitute meaning interactionally - are textualized for their completion and with which linguistic forms they are marked. The unique corpus allows an extensive recording of linguistic repertoires and their changes depending on the grade level by means of qualitative and quantitative analyses. A special focus is on the contextual dependency of the pragmatic means and linguistic forms used as well as the competence dimensions, which can thus finally be traced according to the respective grade levels.