In El Salvador, some French teachers have difficulties in writing in French. This is not due to a lack in knowledge in language as these teachers make very few mistakes in grammar or vocabulary. These difficulties are to be found at a macrostructural level: the teachers have problems in structuring their texts. In order to help them to improve their writing abilities, I organised a five months training program aimed at preparing them for DALF C1 written exams. In this essay, I will expose the didactic strategies I chose to use, as well as pedagogic tools that I created during this procedure. I will present the research and experiments I did in a first place in order to understand the relationship between my students and the activity of writing, the situation regarding writing within their country, and their habits when writing in their mother tongue. This essay will explain why all these elements are important in the way they deeply influence their approach to writing in French.