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The aim of this study is to explore to what extent the imagined or concrete representation of a story can improve students’ written production. In the field of reading, it is widely accepted that the ability to “imagine a film” is a sign of the quality of comprehension, but when it comes to writing, this hypothesis has not been explored. In a first experiment, we randomly assigned the pupils of two sixth grade classes under two experimental conditions: writing after having imagined a film vs. without this imaginative instruction. In a second experiment, the students had to write after having directed a short film vs. without this directing task. In the first experiment, the results show an effect of the imagination instruction on the presence of descriptions in the text. In the second experiment, directing the film had the same effect on descriptions, as well as an effect on the indicators that reflect the characters’ experience, their point of view. Therefore, the act of visualizing the story to be written, whether concretely or through imagination, has an effect on the content of the written production.