This study explores how different kinds of arguments are situated in academic contexts and provides an analysis of undergraduate writing assignments. Assignments were collected from the schools of business, education, engineering, fine arts, and interdisciplinary studies as well as the humanities, natural sciences, and social sciences in the College of Arts and Science. A total of 265 undergraduate writing assignments from 71 courses were analyzed. Assignments were reliably categorized into these major categories of argumentative writing: explicitly thesis-driven assignments, text analysis, empirical arguments, decision-based arguments, proposals, short answer arguments, and compound arguments. A majority of writing assignments (59%) required argumentation. All engineering writing assignments required argumentation, as did 90% in fine arts, 80% of interdisciplinary assignments, 72% of social science assignments, 60% of education assignments, 53% in natural science, 47% in the humanities, and 46% in business. Argumentation is valued across the curriculum, yet different academic contexts require different forms of argumentation. (Contains 2 tables and 1 note.)