Writing tutoring and learning the written language

The purpose of this article is to evaluate the way writing tutoring helps first se- mester students to acquire writing skills by analyzing and following up their texts. In order to achieve this, two groups of students from the architecture program at the Universidad Santo Tomas in Tunja, were selected. They were asked to par-ticipate voluntarily in a tutoring program as a complementary teaching strategy to the Oral and Written Communication Course. The qualitative methodology of this study allowed the identification and recognition of some initial results that, subsequently, were modified as a consequence of the implementation of those tutorials. The final results reflected a positive change in the students' texts and, therefore, a progress in the students' writing skills. The tutorials were done in virtual mode. The conclusion of this studies proposes to adapt some class mee-tings to carry out personalized tutorials, due to the effectiveness that these have in learning writing.