The purpose of this study was to find out how the electronic mind maps affected the writing skill and attitudes towards writing among freshmen students at innovation University. The approach of quasi-experimentation was used. Two groups during the first term of the 2023–2024 academic year made up the study's sample. Each group contains thirty-five students, and the two groups were divided into an experimental and a control group. While the control group received traditional instruction, the experimental group used the selected books and the Electronic Mind Mapping approach. A writing test was implemented, as well as the writing attitudinal questionnaire. The results of the statistical analysis indicated a significant difference in favor of the experimental group between the mean scores of the two groups at the significance level of (α = 0.05). Furthermore, the results demonstrated the significant impact of using electronic mind maps in writing.  The suggestion to teach EFL teachers how to create electronic mind maps for their lessons stands out the most.  Examining how electronic maps affect writing abilities while showcasing the teaching strategies was fundamental. It is recommended for teachers to use electronic mind maps in developing other skills of English.