This paper presents the results of a predicative analysis led on comparison and problem-solution texts produced by pupils of the second and third grades of primary school following a set of reading and writing instructional activities. The production of those texts is of a special challenge to the young writers because of the cognitive and linguistic processing involved. The analysis of the text corpus highlights differences from the viewpoint of the semantic content developed (predicate/arguments relations) and the various signal marks used to indicate the comparison and cause-effect relations. The results globally show that the young pupils succeed in mastering the complexity of linearizing the content of those two types of text. Thus, we have observed that a higher number of arguments (that of which we talk), related to the various properties classifying the mentioned referents, are presented in comparison texts, and problem-solution texts offer less arguments since the same one presented at the description of the problem is reintroduced for its solution associated to new predicates. Furthermore, the analysis shows that as opposed to comparison texts, problem-solution texts present a variety of relation marks without which logical causal relations would remain implicit or even non-established. (Contains 4 figures.) [This research was supported by Fonds de recherche Societe et Culture, Quebec, Canada.]