In previous works, we have investigated the relationship between argumentation and lexical competence, works in which a link between argumentative quality and factors such as the length of the writings or the number of lexies with non-notional meaning was glimpsed. In order to take charge of the projections derived from said research, this work seeks to investigate the relationship that exists between the quality of the texts prepared by new students, belonging to the Pedagogy career in Spanish, and the argumentative quality of his writings, with emphasis on the subcategories of position statement, justification, counter-argument, acceptability, relevance and sufficiency. The results show that, as the textual quality of the works increases, the argumentative quality also increases, specifically the acceptability, relevance and sufficiency subcategories. Even considering the limited experience, these results invite us to investigate the relationship between specific aspects of textual quality and the argumentative performance of teachers in training.