The purpose of this study was to determine if both "writing apprehension" and "self-esteem" of English as a Foreign Language (EFL) university students are related to the quality and quantity of their writing. Instruments developed for the study included an English Writing Apprehension Questionnaire, a Foreign Language Self-Esteem Scale, and a 40-minute writing task. Statistical analyses included Pearson product moment correlations, a series of t-tests, and two-way analyses of variance. Participants were 132 third-year students enrolled in the English Department, College of Education, Mansoura University (Egypt). The writing apprehension of the EFL university students negatively correlated with their self-esteem. Low apprehension students wrote better quality compositions than their high apprehension counterparts. In other words, writing apprehension negatively influenced the quality of students' composition writing. Low apprehension students had higher self-esteem than high apprehension students, and low self-esteem students were more apprehensive in their writing than their high self-esteem counterparts. These findings have been supported in the literature. It is suggested that writing skills improvement courses be taught to university students in nontraditional ways. To lower anxiety levels among students, it is also suggested that teacher evaluation be reduced and replaced with peer or self-evaluation whenever possible. An appendix contains the English writing apprehension questionnaire. (Contains 11 tables, 1 figure, and 40 references.) (SLD)