Introduccion: en un estudio cualitativo, de corte hermeneutico evaluativo, las autoras estructuraron una propuesta para el desarrollo de la argumentacion escrita en estudiantes universitarios.Metodos: por medio de un diagnostico inicial de la produccion escrita de estudiantesuniversitarios, se determinaron sus dificultades mas relevantes en la construccion de ensayos argumentativos. Se construyo la propuesta que fue aplicada en el ano 2002, con los estudiantes evaluados. Resultados: se encontro que el 67% de los ensayos de los estudiantesde la Universidad Catolica y el 50% de los estudiantes de la Universidad del Rosario, se consideraron de buena calidad.Conclusion: los participantes comprendieron la importancia de planificar laconstruccion del ensayo e identificaron los aspectos y procedimientos esenciales de esa planificacion; entendieron el valor de la autocorreccion; tambien resaltaron la aplicabilidad de estos conceptos en su formacion profesional. La propuesta inicial fue enriquecida a partir de esta experiencia y podra ser aplicada con otros grupos de estudiantes universitarios. Abstract Introduction: In a qualitative study, of hermeneutic assessment, the authors structured a proposal to develop argumentative writing skills in University students. In Colombia, the more relevant difficulties in the construction of argumentative essays were determined and the subjective aspects for the construction of those written assignments were taken into account. Methods: Based on the didactic functional and procedural approaches defined by Hector Perez Grajales to work on the written expression, Results: We found that 67% of the essays from the Catholic University of Manizales and 50% of the essays from the Universidad del Rosario students were consideredof good quality. The participants understood the importance of planning essay construction and identified the essential aspects and procedures of that planning. Conclusion: They also understood the value of the self-correcting and recognized their improvement on their writing skills from this process. Students affirmed that those learning processes will be useful to give coherence and cohesion to their writings and to identify clear parameters when correcting documents. They also emphasized the applicability of these concepts in their professional formation. The initial proposal was enriched through this experience and it could be applied with other groups of students at the University level. Key words: Competency-based Education, Students, essays, Training