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This study aims to explore the complexity of macro arguments and the rebuttal of students in oral and written argumentation using socio-scientific issues regarding genetics (mutation and evolution) through the scientific writing heuristic (SWH) approach. The research method conducted was a mixed method with 38 subjects in a science class at one of the public schools in West Java, Indonesia. The socio-scientific issue raised is the use of genetically modified organisms (transgenic organisms). Oral argumentation categorized from level 1 (L1) to infinite level (Ln), and written argumentation level categorized from level 1 (which only contains claims) to level 5 (claim is accompanied by evidence in the form of correct data and relates to the context and content of mutation and evolution). The results showed that the students macro argument level improved on oral argumentation with achievement at level 5 of 45%. The opposite occurs in written arguments, which is a decrease in level after intervention from previously in the range of level 3 to level 2. This is due to the representation of the evidence needed to support the stand point through oral arguments, so that students no longer repeat writing the evidence is in the form of written arguments.