Argumentative skills are a key prerequisite for active participation in social discourses, but their acquisition requires targeted support. For this purpose, a didactic approach in which oral discussion serving as a bridge to written argumentation skills was developed as part of the Erasmus+ funded project DiaLog. In this approach, the necessary linguistic tools for oral and written argumentations are provided in the form of scaffolds on the basis of the concept of text procedures. In order to explore the didactic potential of these scaffolds, this paper analyzes two learners' texts before and two learners' texts after they have been exposed to these scaffolds. The analysis is based on the assumption that the scaffolds developed in this approach are not only actively used by the learners but also lead to an increase in the quantity and functionality of argumentative text procedures in the post-test.