The present article describes the methodology and results derived from the implementation of a pedagogical strategy through storytelling to stimulate the writing process in students of Faculty of Technical and Technological Studies of the Universidad Autonoma de Bucaramanga. The strategy consists of four phases: In the first phase, students write a story related to customer service, without additional guidance from the teacher. Secondly, students take the role of evaluators of their peers in relation to punctuation and spelling of the written text. Thirdly, students receive the evaluation and feedback from a teacher who is an expert in writing. Finally, the story is evaluated within the context of the course subject. The result of this strategy is a book that consolidates the stories of students' authorship, called "Customer service stories". In order to evaluate the effectiveness of the strategy, a survey was applied and compared to the writing process in exposed students versus non-exposed students. The results obtained reflect common problems in both groups. However, it is evident that the students who developed the pedagogical strategy, show greater importance towards the writing process stages and the teacher's role. Furthermore, students consider they like to write more compared to the group without the intervention. With the application of this strategy, it is intended to encourage writing process in university students, integrating the disciplinary content with the writing skill in their professional career.
