The guiding documents for Basic Education, as far back as the National Curricular Parameters (PCNs), provide for the development of reading and writing skills and abilities as a form of active student participation in social practices of language use. The National Common Curricular Base (BNCC) reiterates this guidance when it suggests the approach of various discursive genres in different circulation supports. When dealing with the public sphere, the document privileges journalistic genres (informative and opinionated), focusing on linguistic-discursive and semiotic strategies aimed at argumentation and persuasion (Brasil, 2017). As a way of promoting students' linguistic literacy, this research followed the methodology of action research (cf. Tripp, 2005; Thiollent; Colette, 2014) in the construction of a didactic mediation for teaching cause and consequence operators in argumentative texts produced by students from a 9th year middle school class. The objectives were the following: (i) to develop didactic mediation for learning and using cause and consequence connectors through retextualization activities from oral to written (cf. Marcuschi, 2010); (ii) describe students' linguistic knowledge regarding the use of clause connectors of cause and consequence through written productions carried out in the classroom. To achieve these objectives, the retextualization activities foreseen in didactic mediation took place with the textual genres opinion commentary and opinion article, as they are texts that represent, respectively, the fields of speech and writing in the continuum proposed by Marcuschi (2010 ). The theoretical contribution of this research was based on authors such as Halli day and Hasan (1976), Koch (2002 and 2010), Koch and Elias (2014), who deal with sequential cohesion, in addition to Franchi (1991), Antunes (2003, 2005) and Vieira (2017), which propose contextualized grammar teaching at the service of textual construction. It was observed in the students' productions that the intended results were achieved, since, while the diagnostic activity manifested only the occurrence of the cause and consequence connectors prototypical of orality, the retextualization of the oral opinion comment to the written opinion article genre presented the predominant use of cause and consequence connectors expected in written texts typical of literacy events. In this way, when developing epilinguistic activities (cf. Franchi, 1991), didactic mediation achieved its objective through systematic work with the connectors of cause and consequence combined with retextualization (cf. Marcuschi, 2010), meeting the guidelines for teaching Portuguese language contained in the official documents of Brazilian Basic Education (cf. Brasil, 1998, 2017).