The present study aimed to identify the demands and needs of order scriptural argumentation students in eleventh grades in four public schools in Bosa, in order to build a written accompanying didactic proposal under Policy Education Articulation Media on Higher Education, issued by the Ministry of Education of Bogotá District (SED, 2009).
The rationale was the focus of writing as process (Wells, 1990; Scardamalia & Bereiter, 1985; Flower & Hayes, 1996; Cuervo y Flórez, 1992, 2005, among others) that emphasizes the steps and strategies used by a writer when writing: prewriting, drafting, revising and editing. It also summoned UNescribe laboratory at the National University of Colombia, as support and strategy for proposal writing, since it seeks to formulate proposals for accompanying teachers and students to improve writing skills (Moreno, 2007).
Methodologically the research is framed within a descriptive-cross (Hernández, Fernández and Baptista, 1991). It described a reality in situ doing a process analysis and interpretation of the writer in the schools selected at random. The results showed the importance of writing argumentative knowledge construction and as a foundation essential to meet the challenges of higher education by the participating population. The study also allowed us to construct a proposal designed to improve the scriptural argumentation problems from a perspective of writing as a process to be worked in class and offered, in due course by the laboratory UNescribe.
