The research aims to identify the effect of the O-Rama strategy on the writing skills of Iraqi EFL pupils. The hypothesis posits that there is a statistically significant improvement between the mean scores of the experimental group, which is taught through the O-Rama strategy, and the mean scores of the control group, which is instructed using conventional methods. To achieve the study's objectives and validate the hypothesis, a non-randomized experimental group pretest-posttest design has been selected. The students will receive instruction during the academic year 2024-2025. A sample consists of 50 pupils in the fifth stage at AL Rayan Preparatory School for Girls, distributed into two groups. Group A represents the experimental group that includes (25) pupils who are taught according to the O-Rama strategy. Group( B) represents the control group, which also includes (25) pupils who are taught according to the traditional method. Both groups have been equalized in such variables from educational level of parent. According to the results, there is a statistically significant difference between the mean scores of the experimental group, who is taught the O-Rama strategy, and the control group, who is taught by using the conventional method in the posttest. This suggests that the O-Rama strategy is more effective than the conventional strategy. The study concludes with some findings.