This study investigates the progressive management of cohesion devices (anaphors, connectives and punctuation marks) in text production based on pre-texts. 5th graders and university students had to perform completion tasks for each type of mark. Results showed an effect of expertise on the quantitative and qualitative management of cohesion devices. The pattern of quantitative performance was the same for both groups, with higher performances for anaphors. Qualitative performances were different. Children met difficulties to manage punctuation and argumentative connectives, while adults highly diversified the sample of argumentative connectives they used. The diversification of connectives in narrative was weak, even in adults. These results specify the effects of expertise and textual structure on the management of cohesion devices. They highlight the development process of these three systems in connection with the process of textual planning.