Kelly Andrea Montenegro Medina

Katerin Rebolledo Alvarez

Eulices Cordoba zuiga
September 12, 2017

Description of the problem

Writing is a fundamental skill in the learning of a foreign language; this ability helps
students develop grammar competences, .

this guarantees the enrichment of vocabulary.

according to the needs of students who are in the seventh grade is the reason why this
research is proposed. According to (Rincn & Cuesta ,2010) writing is understood to involves
not only knowledge about the structure of language but also knowledge about the context in which
writing happens, the purpose of writing, and skills in the use of language. Writing development
takes place by developing learners 'potential and by providing feedback to learners' responses
(p.100). The development of writing skills through short stories as a strategy to facilitate the
communicative competence and the improvement of a valuable learning linked to a content-free
writing which gives each student the opportunity to express their feelings, ideas, and thoughts to
fully discover the implementation of guided writing in an intercultural environment is what the
present project pretends. Considering writing skill is one ability that helps students developing a
good understanding of grammar structure in English, to endowed necessary vocabulary not only
to develop in educational field, but also in society.

In Colombia, the National Ministry of Education implemented the Basic Standards of

Competences for EFL leaners, that is .in the Gua N.22, the purpose of developing
the bilingualism program for students in the country. According to the stipulated by the National
Ministry of Education is necessary the acquisition of a foreign language. For that reason, was
chosen the common European framework of reference for languages: learning, teaching, and
evaluation. Therefore, according to (MEN, 2006) describes the scale of levels and standards
establishing what students must know and they can do to demonstrate a level of B1, at the end of
the Eleventh Grade (p.6). Considering the above, there is a need to support our students with the
implementation of new strategies that help the improvement and can meet the established in the
basic standards required in Colombia. However, strategies such as story-based writing will be
necessary to solve problems such as lack of interest on the part of the student in learning English.
Also, without the need for support from the Ministry of Education in terms of teaching resources,
since with only a pencil and paper, can be tools necessary to achieve good learning. Eventually,
this can achieve the beginning of new strategies for English language acquisition to achieve results
according to established standards.

On the other hand, the implementation of short stories in the rural area will be innovation
for the students of this area since in Colombia rural education is one of the most difficult lands in
terms of resources and educational materials. According to (Gardiner,2008) Villages and rural
communities are difficult to reach, the physical conditions in schools are inadequate, and learner
performance in comparison to schools elsewhere is weak, although Gardiner place of study was
in South Africa, this proposal wants to highlight Caquet rural schools situation which is pretty
similar due to the lack of good roads to get the access as one of the facts that makes teachers do
not want to work in those schools, bringing into consideration the lack of appropriate conditions
of learning such as the use of new technologies which according to secretary of Education in
collaboration with Alcalda de Florencia, since 2003 year has been implemented the project called
A que te cojo ratn and the Master teachers both are programs that have benefited just the urban
area, what leaves the rural schools outside of this education inclusion.

Furthermore, is important to know the absence of English teachers in those communities.

Additionally, the rural school used to allow one teacher with basic knowledge mostly in one
knowledge area is responsible to teach most of the subjects that students must learn what is really
worried because of the knowledge quality. Considering that Teachers who are recruited directly
by community schools not only lack training in teaching methods and skills, they usually have
only a weak knowledge of math, languages, science, and other subject matter.( Moulton,2001
p.19).On the other hand, the material used by teachers to teach the foreign language is by means
of textbooks or booklets and the content of that kind of materials is out of their context, as stated
in The World Banks Rural Development Family is taking a broad perspective on rural
development and integrating the various facets of rural life into its policies and projects. Basic
education is one of these facets and must be included in an integrated perspective. (Moulton,
2001, p. 28).