the world wide web becomes very popular recently and plays an influential role in english learning. by burgeoning role of source-based writing as partial fulfillment of tefl courses and vast use of the internet, lack of empirical studies to explore these areas is obvious. this study aimed to explore the effect of the amount of familiarity with the web (internet literacy) on junior english students’ source-based writing while using the internet sources. further, the relations between english proficiency, writing competence, and reading comprehension were investigated. moreover, correlation between source-based writing and independent writing tasks was calculated. thirty five university students majoring english literature from kurdistan university were required to compose a source-based writing using three hypertext resources from the web. it was revealed that those who had had higher internet literacy wrote better sourced-based writings. also, significant correlations between reading comprehension, writing competence, and english proficiency were obtained. moreover, the results revealed that students’ performances on source-based writing and independent writing were not related.