The Programa LEA en la UN has been concerned about some academic paradigms that teachers and students within the Universidad Nacional de Colom­bia have been building around academic reading and writing in the Caribbean campus. Each semester, the Programa LEA generates work teams in the different branches of the university with the aim of removing the imaginary that writing is a task that runs from overnight without a process that involves reading and planning.From the space generated among tutor and tutees, this article shows the intervention of Programa LEA in the Caribbean campus of the university during the second semester of 2015. The information here presented is configured as a diagnosis of the communicative pro­cesses of students entering the Universidad Nacional de Colombia in San Andres Island.Weaknesses identified in students, concerning reading and writing processes, are presented as a diagnosis specifi­cally through the implementation of theories and propos­als such as participatory action research, the task-based approach to language teaching, writing across the cur­riculum and task-based approach to language teaching.