| Summary: | The development of the English writing skill in the Cuban Preuniversity is a necessity. Characterizing such process was the objective of this study. Initially, a historical-logical study of the literature revealed the need of designing authentic and contextualized tasks, achieving the communicative, interactive and reflective character of the process, and the need of a process-product action-oriented process with a flexible, strategic character which stimulates self-regulation and technological mediation. An empirical characterization of the development of the English writing skill in the province of Mayabeque, which constituted a qualitative descriptive study, carried out with the use of a lesson observation guideline, a teacher´s lesson plan analysis guideline and a pedagogical test, with a sample of 78 people students, professors, directives and supervisors-, revealed that the students did not reach the pre-intermediate level of development of the ability to write in English. Insufficiencies were also identified in the authenticity of the designed writing tasks, in the interactivity of the writing process, in the lack of balance between activities aimed at linguistic correction and those focused on appropriate use. In addition, non-inclusion of reflection and self-regulation were identified, as well as an insufficient technological mediation, and limitations in the cognitive-affective unity. The results showed the need of transforming such object of study through the design of a communicative, developing and tech-mediated methodology.
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