This study aims at finding out the impact of syntax surgery technique on EFL intermediate school students’ writing skill. It is hypothesised that “there is no statistically significant difference at the level of significance (0.05) between the mean scores of students' achievement of the first experimental group which is taught by Syntax Surgery technique and that of the control group which is taught by the prescribed method in writing post-test”. To verify the hypothesis of this study and achieve its aim, a quasi-experimental ‘Post-test – Equivalent-Group Design’ is employed. Two groups are randomly selected from the second intermediate grade in Al-Zahra Intermediate School for Girls to represent the sample of the study which is (50) students, each group consists of (25) students. The two groups are equalized in terms of age, the academic level of their parents and level of achievement in English language for the previous year (2023-2024). Then the first experimental group is taught by Syntax Surgery technique, whereas the second experimental group is taught by the prescribed method. After achieving the validity of the test, a pilot study is conducted on 20 students. Then the two groups are subjected to the same post-test in writing composition. T-test for two independent samples has been used to analyse data statistically. The result has shown that there is a statistically significant difference between the experimental group and the control group in writing post-test, in favour of the experimental group. Conclusions and recommendations are presented in the light of the results collected.