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This paper presents data from Writing and grammar teaching: a new look at an old problem (State University of Londrina, Brazil), a research project of procedural and ethnographic basis that describes the diagnostic process and discusses a proposal for intervention in the pedagogic approach of teachers in the latter grades of middle school about approaching discursive genre/opinion article. Thus, we approach the diagnosis accomplished in four middle-school grades, in public schools in the cities of Londrina and Maringá, State of Paraná, Brazil. The data analyzed constituted the trigger element of the intervention process: the contextualization of grammar teaching to the practices of reading and writing/rewriting, taking into account the needs and/or difficulties of Portuguese language teachers and the language conception(s) that -- consciously or unconsciously -- they seem to hold. [ABSTRACT FROM AUTHOR]