This study aimed at developing some writing skills for second year secondary stage students through the direct teacher feedback strategy. Hence, the problem of the study was stated in the following statement: "The students at Al Azhar secondary schools are not good at writing. As a result their writing skills are weak." They need to be trained in the skill of writing and there is a dire need to use the direct feedback strategy. The study adopted the experimental design, i.e., using an experimental group and a control group. The experimental group received the direct teacher feedback strategy instruction while the control group received traditional writing instruction. The direct teacher feedback strategy instruction was provided to the experimental group at Satamooni Al-Azhar Secondary Institute for Girls at Satamooni whereas the traditional writing instruction was provided to the control group at Roda Al-Azhar Secondary Institute for Girls at Roda; both institutes are located in Dakahlia Governorate. The instruction lasted for nine weeks for each group. The instruction took place in the second term of the academic year 2012/2013. The following instruments were designed by the researcher: A Writing Performance Test, A Holistic Scoring Rubric, and An Analytic Scoring Rubric. The present study provided evidence for the effectiveness of using the direct teacher feedback strategy in developing students' writing performance. Further, the study highlighted the advantages of using the direct teacher feedback strategy in developing writing. Four appendixes include: (1) A holistic scoring rubric; (2) A writing skills list; (3) List of the names of the jury of specialists who validated the instruments of the study; and (4) Teacher's guide for writing skills. (Contains 6 tables and 1 figure.)