Abstract
This action research was developed with teachers and students from the Modern Languages program at the University of Quindio. An intervention strategy was designed to improve the performance of individual participants in regards to their written skills. The strategy aimed at providing a clear explanation of the mistakes found, placing the student into a position to consciously avoid them in future writings. The categories that emerged from the instruments and procedures performed were: utility, content and evaluation, showing that this proposal is an efficient alternative to improve English writing.
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