The present study explores the use of the Problem-Solution pattern strategy in the writing of A2 level written texts. The methodology used is quantitative with a quasi-experimental design, intersubject, longitudinal with a post-test evaluation technique. The sample is made up of 28 subjects who are students of the first year of English pedagogy belonging to two Chilean state universities. The results indicate that the use of the Problem-Solution pattern increases the adequate use of two elements of textual cohesion, resulting in no improvement of the communicative competence of the English language as a foreign language.