This article introduces the results of a research on how to promote and qualify the writing production through the activation of lateral thinking and the design of a didactical strategy in students of fifth and seventh level from district schools. The research had its basis on a qualitative methodological model, Research-ActionParticipation due to its purpose to show the active participation of the focal group oriented towards the achievement to produce a better text by using lateral thinking techniques. Data collecting instruments as a diagnosis survey, field diaries and a photograph register were used. A workshop was designed as a didactical strategy implemented in six different sessions each one with a defined purpose, starting from the warming zone when a movement image was presented; the next sessions were coherent to this first phase which allowed to promote the writing of texts in the students. This experience proposes to continue applying workshops with these characteristics where the students take an active role during their implementation and at the same time follow developing their cognitive processes. It can be concluded that the promotion and qualification of the writing process in the students is possible following some aspects clearly established by starting with the design and application of a workshop that has to be coherent in each one of its zones, where the meta cognitive and metalinguistic reflection joined to the teacher s feedback and the re writing process for the text qualification, besides these some lateral thinking techniques must be evidenced to promote the texts originality.