In this article, the author analyses some of the different possibilities of developing creativity at school. Having remarked the importance of this individual feature in modern society, one can be only amazed by how deeply ignored it still is in school curricula. Most of the tasks performed by pupils are of the “convergent” type, requiring the knowledge of just one correct answer anticipated by the authors, whereas it's the “divergent” thinking – generating many possible solutions – that is supposed to be more related with the creative process. This situation concerns even language classes. In developing writing skills, the most practiced sorts of texts are chosen solely in respect of their life or institutional usefulness, and often limit creativity by imposing a definite structure and a given contents to the pupils. Thus, creating a fictional text in the classroom or as a homework seems to be a good solution for practicing divergent thinking.