In teaching and learning foreign language teachersand learners aim to improve four skills to the extent which is considerednative-like or at least advanced. Quite naturally success in each skill is assessedbased on different parameters. This paper explores improvement in writingskills of English language learners through the examinations of compositionswritten in May of 2014 and 2017. Syntactic and lexical complexities alongsidewith topical structure analysis are used to discover the potential improvementbetween the two groups of papers written by 31 participants of the study. Thestatistical analyses revealed that there were statistically significantdifferences between the two performances of the participant students writingperformances in terms of lexical complexity and a remarkable though notsignificant improvement in their syntactic complexity.