Achieving a satisfactory level in writing in English is the primary concern of both teachers and learners. However, the majority of students are unable to reach this satisfaction for the writing skill entails a series of difficulties that result in students’ poor writing productions. They find it very difficult to master and; therefore, fail to produce acceptable texts: paragraphs and essays. This study deals with the learners' poor achievements in writing. Thus, the overall purpose is, at the first place, to determine some factors that markedly restrict the learners' ability to write correctly and then translate the research findings into advice and guidance. Second, to make all the teachers (either written expression or other modules) aware about the writing deficiencies in order to improve the ways of teaching writing. Thus, many questions must be asked. Why do our learners produce poor written productions when they reach third year? What should be done to improve the situation? What are the major factors that hamper third year students to produce a correct piece of writing? Answers to these questions should enlighten teachers to know the factors behind students’ poor writing, and consequently be in a position to better prepare their lessons of teaching writing. To carry out this study, two preliminary questionnaires were used: One administered to third year students, and the other to third year teachers. Then another questionnaire was administered to all teachers of written expression (first and second years), which was analysed and interpreted. The results reveal that third year students really face a great deal to master the writing skill ; where the teacher and the learner alike have heavy responsibilities related to: lack of interest in writing, lack of reading, lack of an appropriate approach/technique to teach the writing skill, and also the influence of first language on writing in English. Obviously those findings would guide us to suggest some relevant pedagogical implications to remedy and improve students’ levels of