We analyse virtual tutorials that support the improvement of written communication skills in massive and transversal courses in Humanities, aimed at students entering a private university in Metropolitan Lima during 2020, the year in which the social confinement by COVID-19 began. The approach is based on primary sources; it is population-based, quantitative and exploratory in scope. The objective is to demonstrate that, despite the adverse context, users improved their proficiency in written communication skills. As a conclusion, it is identified that students who took tutorials passed the courses in a higher proportion than those who did not take the service, which had a positive impact on student satisfaction indicators and on the decrease in student dropout.