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In the classroom, writing as a learning strategy is essential for quality training of basic education students, which must be tailored to their needs. This article presents a quantitative and descriptive research in which 173 teachers and 4,618 fourth-year students of basic education from the districts of El Carmen, Jipijapa-Puerto López, Portoviejo, Manta-Montecristi- Jaramijó and Chone-Flavio Alfaro, in the province of Manabí, have participated. On the one hand, it investigates the perception that teachers attribute to the teaching of written production and, on the other, it asks students what kind of methodological implementation is followed when writing. The analysis of the data has made it possible to identify numerous practices that have been organized around two major variables: teacher profiles with cognitivist, constructivist, and behavioral approaches, and the dimensions for teaching writing, according to the Third Regional Comparative and Explanatory Study (TERCE for its acronym in Spanish): discursive, textual, and readability conventions. The results show that the average scores given by teachers are higher than those given by students. Variability in responses determined significant differences in the results of the study conducted. Therefore, it is possible to conclude that the teacher of Basic General Education attributes a moderate value to the development of the written ability in the students, but he is not implementing methodological strategies according to the development of the written ability in the students of Basic General Education. [ABSTRACT FROM AUTHOR]