Writing, as a basic component of language, besides being the focus of attention by many non-specialized ordinary people as a secure system for communication and trust, has always been the focus of many scholars’ attention in applied linguistics, language teaching, and most recently Language Acquisition. The present study was designed to measure the impact of Tomlinson Continuous approach on Iranian EFL learners' writing ability. To achieve this goal, a sample of 30 Iranian Upper-intermediate EFL learners were selected and assigned to two 15-learner groups. The experimental group was taught writing skill during a term based on Tomlinson continuous model, and the control group was taught based on the traditional method usually employed by EFL teachers in the context of Iran. The results of the t-test showed that Tomlinson group outperformed control group with regard to their performance on posttest writing activities. Therefore, Tomlinson approach had a significant effect with their regard to writing ability of the learners
