Teaching-learning methodologies of written expression to first-year students at URACCAN, Bilwi Campus

Abstract

Currently the student population has been presenting more difficulties in writing. These problems in some extent are due to the education system, the family environment, socioeconomic level and also the low quality of reading and writing, which affects young people who attend the different levels of study and then higher education. This study seeks to contribute to the improvement of the methodological process for the teaching of science and art of writing, as this is a problem between teachers and students at the URACCAN University, Bilwi Campus. The focus was oriented using the symbolic interactionism and the analysis of the educational process in which it interacts. Open interviews were applied in order to gather relevant information on the topic, also observations in the classroom which allowed to watch different moments of the educational process. The findings confirm that there are limitations in writing and in the exercise that guide the teacher as part of the development of skills that they should acquired in the writing. The teachers expressed that there is no defined methodology for the teaching of writing. This has affected the implementation of different strategies that aims at students acquiring those skills in order to express their ideas coherently. Students form an ethnic, cultural and linguistic diversity that necessarily requires a pertinent educational service to help develop these skills at the level of higher education.