This research intended to investigate the possible outcomes when collaborative project work is introduced with the aim of enhancing students written production in a private university in an EFL setting. It was based on a pedagogical intervention in which collaborative project work was implemented in the program of a group of students who wrote opinion essays using the topics from their text books, at Universidad Jorge Tadeo Lozano (UJTL, hereafter). The goal was to examine and analyze the way students developed their academic writing abilities through collaborative project work. I decided to study this skill due to the fact that the outcomes of a needs analysis carried out during the first semester of 2007 showed that students were struggling with many aspects of writing at the advanced level, both, in terms of form and function. Secondly, because according to the exit profile of the students, they were supposed to be able to accomplish written tasks such as writing formal papers using coherent sentences, accurate structures, unity and cohesion among others. Nonetheless, most students were not succeeding in this skill and their command of English was very limited with regard to both language and communication skills. Seemingly, we ought to bear in mind that in the setting where I work, UJTL there has been an emphasis on other language skills such as speaking and reading. In fact, I believe writing is usually treated in EFL courses just as one of several skills and only few connectors and components (conjunctions and transitions) are provided in class. As a result, most students and even teachers have difficulties in academic writing because they have not been trained to carry out this academic task. Finally, writing provides students with an opportunity to share opinions and feelings, to persuade and to inform others of their reality, their needs and ambitions in addition to improving their English academically