The outcomes and proficiency levels of language teaching are set out in the Common European Framework of Reference for Languages (CEFR, 2020). Institutions based on this "framework text" should follow the relevant standards in their classroom practices, the methods and techniques they apply, and the books they use in order to gain reading, listening, writing and speaking skills in language teaching. Considering its important place in language teaching, textbooks should be evaluated in terms of whether they meet these standards and outdated boks should be renewed. One of the most common learning outcomes in the framework text is the use of "argumentation" elements. In addition, in the Teaching Turkish as a Foreign Language Programme (TYDÖP, 2019) prepared by the Maarif Foundation, it is seen that the learning outcomes related to argumentative text structure are intensively included at intermediate and advanced levels. The ability of language learners to develop an argument, support their arguments,and refute counter-arguments can only be taught through argumentative text structures. In this context, examples of argumentative text structure should be given enough space in the textbooks starting from B2 level and students should acquire argumentation elements in all skill areas. In this study, it is aimed to examine Yedi İklim Turkish Language Teaching Book Kit B2 and C1 textbooks, which are among the most widely used textbooks in teaching Turkish as a foreign language, in terms of the examples of argumentative texts used, their frequency of use, text type features, text type teaching strategies, and the activities and subjects with which they are associated. The research was conducted in the form of document analysis from qualitative research methods. The data obtained were analysed through descriptive and content analysis.