Writing strategies to avoid syntax errors

Abstract

In this project Writing strategies to avoid syntax errors in architecture students of first semester at Universidad del Atlántico, it was analyzed the writing behavior in first semester of architecture students from this institution, aged from 17 to 21 years old, seven boys and three girls, also teacher´s and outside community toward the institution. Furthermore, data collection methods were implemented such as observation, survey, diagnostic testing and interviews. All these, to identify the problems and causes that avoid students to write the English language; the data was analyzed in a descriptive way, with the help of visual tools to highlight and to show results. From this research it was noticed that students had great difficulties in writing and made many syntax errors. On the other hand, it was notable that the majority of students preferred a class with various teaching aids such as pictures, videos, songs, stories and a fun way to learn English. Taking into account the above, it was implemented a pedagogical proposal with images and the use of some strategies due to its dynamism, as strategies to reinforce the difficulties of students in writing skills at the time of class; some visual images were used in the design of activities. It was used the qualitative method under an interpretativist paradigm and an action research design A sample of 10 students were studied, 7 boys and 3 girls. Using images and virtual applications resources produced satisfactory results and students at the end improved their English writing skills and at the same time, students did not make syntax errors. These results suggest that with good strategies and a good disposition, the objectives can be achieved.