Writing anxiety constitutes a substantial impediment to academic achievement among English as a Foreign Language (EFL) graduates, influencing their performance, self-assurance, and capacity to express intricate concepts proficiently. This quantitative study investigates the varieties, intensity, and consequences of writing anxiety on academic preparedness, utilising Cheng's Second Language Writing Anxiety Inventory (SLWAI) with 41 graduates from a university in East Malaysia. Based on Multidimensional Anxiety Theory (MAT) and Bandura's Social Cognitive Theory (BSCT), the study identifies a hierarchical framework of writing anxiety: Cognitive Anxiety is the predominant factor (M = 3.08), succeeded by Avoidance Anxiety (M = 2.87) and Somatic Anxiety (M = 2.70), culminating in a moderate overall anxiety level (M = 2.89). Cognitive anxiety, marked by evaluation apprehension and concerns regarding comparison performance, substantially impairs academic preparedness by interfering with working memory and inducing intrusive thoughts. Avoidance anxiety is characterised by procrastination and task evasion, hindering skill development, whereas somatic anxiety results in physiological symptoms that detract cognitive resources from writing activities. These findings highlight the intricate, varied characteristics of writing anxiety and its significant influence on academic readiness. The study offers educators and institutions evidence-based insights for developing targeted interventions—such as cognitive restructuring, scaffolded assignments, stress management training, and self-efficacy enhancement strategies—to mitigate writing anxiety, improve academic writing proficiency, and cultivate inclusive learning environments that promote the academic and professional success of EFL graduates.