The study aimed at identifying the effectiveness of teaching text structure on improving writing composition skills and reducing writing anxiety among seventh graders in Jordan. To that aim, the one-group pretest-posttest design was adopted. The researchers developed a writing composition test according to the structures of (problem/solution, compare/contrast, description), and writing anxiety scale. The subjects of the study consisted of 29 seventh graders, taught through the text structure procedures. The findings revealed that there is a statistically significant effect of the text structure strategy on improving writing composition and reducing writing anxiety, with a large effect size. In light of the findings, the necessary recommendations were set.