The development of critical thinking is a transversal competency that complement other competencies necessary in engineering training. It is known that both reading and writing are activities that allow critical thinking to be developed when they are carried out under a structured framework. In this article we present our experience in the development of critical thinking under the Paul-Elder framework and the writing context of an article with publishable characteristics in conference format. We believe that our experience could be replicated in other engineering companies, adapting the topics of interest specific to each specialty.