Writing in English as a foreign language (EFL) is often a challenge for students, mainly due to writing anxiety. This study aims to analyze the most dominant type of writing anxiety faced by EFL students and to describe the factors that cause it. Using a quantitative method with a survey research design, this study involved 69 students from SMA N 3 Semarang. The instruments used were questionnaires. The results showed that cognitive anxiety was the most dominant type of anxiety with an average score of 23.92 (37%), followed by somatic anxiety with an average score of 21.07 (32.6%), while avoidance behavior had an average score of 19.65 (30.4%). The main factors causing writing anxiety were linguistic issues such as limited vocabulary, sentence structure, and grammar (10.6%), followed by concerns about negative comments and evaluations from teachers (10.47%), and time pressure in writing (10.33%). The findings provide insights for educators in designing more effective learning strategies to reduce writing anxiety in EFL students.